Ancient History 2020 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• use relevant evidence and interpretation to support your response where appropriate
• communicate ideas and information using historical terms and concepts appropriately
• present a sustained, logical and cohesive response that addresses the question where appropriate
• review their response to ensure that it addresses the question requirements.

Question 1

In better responses, students were able to:

• reflect on the emotional impact of the eruption, for example, fear, chaos, the physical impact and devastation
• question the date of the eruption by recent epigraphic finds.

Areas for students to improve include:

• appreciating the difference between what we know from the ancient sources and what we have learnt from modern science. Pliny did not call it the Plinian stage, but knowledge of his letters and description would help students answer the question.

Question 2

In better responses, students were able to:

• engage with the question, use the source and add other specific examples of their own to reflect effectively about life in Pompeii
• expand the source to reflect on social status, occupations, staple foods, often incorporating their own knowledge
• discuss aspects of particular types of graffiti (political, social).

Areas for students to improve include:

• understanding the examples of graffiti instead of using inscriptions on buildings and graves to support their arguments
• linking the source and graffiti in general to what it reveals about life in Pompeii.

Question 3

In better responses, students were able to:

• provide a sustained judgement about the extent that the given sources could help historians
• provide an understanding of the context of each source, for example, understanding the role of the freedman/client and in promoting himself and his master in building the statue
• using Source C to show their understanding of the servile role of slaves in domestic situations
• make links to a number of other explicit examples to support the response. Examples include the role of freedmen in the economy using the Vettii brothers and Augustales to show that freedmen were able to gain social mobility and wealth; the ‘snake bracelet’ from the master to the slave girl; and slaves as gladiators
• show that there are limitations regarding the two sources for the groups represented
• use other sources or notes that there were only a limited number of sources for these groups.

Areas for students to improve include:

• ensuring that a judgement about the sources is provided if asked in the question instead of explaining the roles slaves and freedmen played in the society.
• being familiar with a range of sources from both Pompeii and Herculaneum such as, Marcus Nonius Balbus. Some students believe that he was a freedman who had become a praetor and proconsul
• integrating the given sources into the argument instead of just describing the banquet scene
• using specific examples to respond rather than making general statements about slaves and freedmen.

Question 4

In better responses, students were able to:

• respond to the question directly, that is, start with an argument about how new research has changed our understanding (for example, ‘research has changed our understanding of Pompeii and Herculaneum through the use of new technology and this has allowed for a more accurate understanding of life in the two towns’). The rest of the response then uses the given sources and other sources to demonstrate this argument
• provide a comprehensive explanation of how both Sources D and E can be used to answer the question. For example, Source D shows how new technology such as, CT scans and drones can be used to understand the evidence from Pompeii and Herculaneum more accurately. Drones enable a detailed mapping of buildings and the site overall, whereas recent CT scans have shown that plaster casts were manipulated during their production. Source E shows how new imaging technology has allowed for a more accurate reading of the words of ancient texts such as, those of Philodemus which had been previously misinterpreted
• incorporate detailed examples from other new research to support their response. For example, the work of Dr. Estelle Lazer’s recent research with the Pompeii Cast Project in X-raying and CT scanning plaster casts which supports the point in Source D about casts being manipulated. Another example, the famous ‘Beggar’ cast has a miscast hand that was previously thought to be a begging bowl but Lazer’s CT scans revealed he was a healthy young person. This new research has changed our understanding and shows that plaster casts were used as props for storytelling by previous archaeologists such as Maiuri. Other relevant examples include new research on diet, how victims of the eruption died, the date of the eruption and the new excavations in Regio V in Pompeii. Specific projects include the Great Pompeii Project, the Herculaneum Conservation Project and Pompeii Archaeological Research Project: Porta Stabia (PARP: PS).

Areas for students to improve include:

• providing an explanation of how new technology has changed our understanding. It is important to answer the question directly rather than simply discussing sources
• avoiding simply copying out large parts of the sources. Use the information provided by both Sources D and E to explain how new research has changed our understanding. Including short phrases from the two sources is appropriate as long as it is integrated into the response. There was much information in the two sources to help answer the question, for example, drones, CT scans, example of the muleteer (Source D), new imaging technology (Source E) are all examples of new research
• integrating other examples of new research, where appropriate, with other sources. The examples need to be about new research that has changed our understanding such as, Lazer. Some students mentioned the collapse of walls and structures but did not link to new research or how our understanding of the sites has changed.

Question 5 – New Kingdom Egypt society to the death of Amenhotep III

In better responses, students were able to: 

• use historical terms appropriately
• describe a wide range of roles of the Egyptian army (a)
• clearly explain the connection between religion and features within various temples (b)
• integrate knowledge of relevant written and archaeological sources (c)
• provide a range of specific examples regarding economic activity (c).

Areas for students to improve include: 

• providing detail beyond general comments about the need to defend Egypt from external threats and maintain order within its borders (a)
• avoiding simply describing features listed in the given source (b)
• explaining a range of aspects of Egyptian religion by linking to specific evidence (b)
• avoiding generic reference to sources, for example, tomb paintings, tax receipts (c)
• integrating a range of economic activities beyond agriculture and tax (c).

Question 6 – New Kingdom Egypt society during the Ramesside period

In better responses, students were able to: 

• discuss a range of relevant issues providing detailed examples to support the response
• discuss a range of roles of the Egyptian army, including defence/garrison duty, conquest, maintaining ma’at and supporting the warrior pharaoh image, collecting booty and tribute, public works (a)
• discuss a range of religious factors revealed through temples, including polytheism, pre-eminence of the cult of Amun, the significance of festivals, religious role of the pharaoh (b)
• explore Source F and other relevant sources, including Luxor and Djeser-Djeseru
• use a range of written and archaeological sources from the Thutmosid period, such as Hymn to Hapi, Punt Expedition relief and text, nilometers, Annals of Thutmose III, tomb of Rekhmire (c)
• make explicit links between these sources and specific aspects of Egyptian economy, such as agriculture, taxation, imperialism, trade, industries (c).

Areas for students to improve include:

• understanding the specific aspects of the syllabus to avoid vague and generic responses
• ensuring that the response does not become a description of temple architecture (b)
• avoiding the use of irrelevant sources, such as Abu Simbel and tomb paintings (b)
• explaining what specific written and archaeological sources reveal about the Egyptian economy (c)
• learning the significance of prescribed texts like Be a Scribe, to avoid vague and descriptive responses (c). 

Question 7 – Society in Israel from Solomon to the fall of Samaria

In better responses, students were able to:

• refer to specific roles of women in this period, in addition to the roles that would be equally applicable to women in other societies/periods like domestic chores, childbearing (a)
• focus on answering the specific question about the Jerusalem temple, rather than providing extensive discussion of Jeroboam’s religious reforms (b)
• draw on a range of written and archaeological sources to support the response with detailed evidence (b, c)
• detail political organisation in the period, referring to specific examples (c)
• include specific archaeological evidence relating to specific kings and foreign policy documents (c).

Areas for students to improve include: 

• using a range of historical and archaeological sources rather than relying exclusively on the Biblical text
• dealing with the implications of all the prophets (including the prophets of Baal) for administration instead of just detailing the role of prophets like Elijah in opposition to the Northern Kingdom.

Question 8 – Persian society at the time of Darius and Xerxes

In better responses, students were able to:

• consider a range of relevant issues, providing detailed examples to support the response
• include a range of roles of the Magi, including priests, rituals, dream interpretation or accompanying the king into battle (a)
• provide a link between writing and inscriptions and the role of the king (b)
• use specific sources as evidence (b, c)
• consider a range of examples from archaeological and written sources regarding the economy (c).

Areas for students to improve include: 

• avoiding vague and generic responses
• ensuring that the response does not become a description of the source (b)
• using sources specifically rather than referring to ‘inscriptions’ or ‘written sources’ (b, c).

Question 9 – Society in China during the Han Dynasty 206 BC–AD 220

In better responses, students were able to:

• provide specific detail on the Cult of the Dead (a)
• draw conclusions from writing and literature about cultural life (b)
• draw conclusions from both archaeological and written sources (c)
• provide clear links between evidence and political organisation (c).

Areas for students to improve include:

• remaining within the nominated time period of the Han Dynasty
• being clear and specific when referring to evidence
• focusing on the specific wording of the question to demonstrate a relationship between the question components (b, c).

Question 10 – Bronze Age: Minoan Crete

In better responses, students were able to:

• clearly describe a range of specific features in relation to both craft and industry in Minoan society and link specific crafts and industries to the palace economy and trade (a)
• integrate Source K in their response and draw clear conclusions as to what tombs, and specific tomb types, reveal about death and burial in Minoan society (b)
• integrate a broad range of evidence in their response which demonstrated a thorough understanding of all aspects of Minoan social structure (c)
• refer to a range of specific archaeological and written sources in their responses.

Areas for students to improve include:

• answering the specific question and not giving a pre-prepared response (b, c)
• addressing both craft and industry in Minoan society and not just providing a list (a)
• accurately identifying the provided source and including a range of relevant sources in their response, not just name dropping
• addressing all aspects of Minoan social structure and not focusing solely upon the ruler debate and women in Minoan society (c).

Question 11 – Spartan society to the Battle of Leuctra 371 BC

In better responses, students were able to:

• use historical terms specific to Sparta appropriately and accurately
• give detail specific to Spartan women, rather than women in general and ensure the focus was on the unique role of Spartan women within Sparta’s society (a)
• refer in detail to specific features of cultural life such as, art, architecture, writing, leisure, marriage, as well as other activities relevant to culture such as religion, rather than society more generally (b)
• draw out different revelations about culture from a range of relevant Greek writers of different periods (b)
• make reference to specific evidence from named written sources and clearly identify archaeological evidence to show features of the economy (c)
• provide a broad range of examples regarding the Spartan economy and show the relationship between these (c).

Areas for students to improve include:

• avoiding confusion with the Core Topic – Cities of Vesuvius: Pompeii and Herculaneum
• focusing on the roles of women rather than privileges or status (a)
• making a clear link between the Greek writers and their evidence about cultural life (b)
• integrating sources as evidence rather than relying solely on unsupported knowledge and understanding (b, c)
• sustaining the line of explanation and logical progression or organisation of ideas throughout the longer response (c).

Question 12 – Athenian society in the time of Pericles

In better responses, students were able to:

• address the role of women across Athenian society (religious, educating children, the role of hetaerae, poor women and slaves) and not just state that they were housewives and child bearers (a)
• examine the port of Piraeus and draw clear conclusions as to what it reveals about Athenian economy, including specific references to trade, metic tax and how these contributed to the economy (b)
• examine a range of evidence about Athenian religion and clearly address the nature of Athenian religion and practice in Athens including detailed information and evidence about festivals, temples, statues, myths, personal religion and/or Greek drama (c)
• refer to a range of archaeological and written sources in their response, including Source M and use appropriate historical terms.

Areas for students to improve include: 

• addressing the role of women and not just the status and limitations they had in Athenian society (a)
• linking information about Piraeus with the economy and directly refer to Source M not simply describing the features of Piraeus and then state that it was important for the economy (b)
• ensuring responses about Athenian religion address more than just Athena and festivals.
• incorporating written sources proved especially difficult (c).

Question 13 – Egypt: Hatshepsut

In better responses, students were able to: 

• focus on a range of key features of Hatshepsut's marriage to Thutmose II such as, Great Royal wife, God's Wife of Amun, maintaining the dynastic bloodline and Queen Consort (a)
• provide developed reasons and show cause and effect for Hatshepsut’s promotion of varied cults, connecting specific examples of gods and goddesses to each reason (b)
• establish a clear thesis at the start, reading and deconstructing the given source carefully, highlighting evidence from the source and setting up the direction of the argument (c)
• integrate and explicitly link evidence from the source, and other relevant sources, to support the arguments (c)
• construct an effective, well-reasoned and sustained judgement throughout their response (c). 

Areas for students to improve include:

• clearly establishing a stance in relation to the question (c)
• spending time carefully deconstructing the source, integrating evidence from the source and not ignoring the source or overly repeating the source (c)
• integrating historical evidence and historiography, rather than writing lots of quotes (c)
• knowing the difference between Thutmose II and Thutmose III (a). 

Question 14 – Egypt: Akhenaten

In better responses, students were able to:

• focus on four key features of the city and name their locations such as, the Great Temple, palace, workers’ village, Great Royal Road (a)
• identify the specific changes in style of art for both Akhenaten and his family and explain why this was innovative in comparison to earlier Pharaohs. This might include specific changes, including the representation of the Aten (b)
• include specific artefacts as examples, such as the Berlin Stelae, statue at Gen Pa Aten or Window of Appearances (b)
• focus their responses on the issue of foreign policy and offered a range of specific pieces of evidence to support their argument (c).

Areas for students to improve include:

• avoiding the focus on religious change in general, rather than explicitly and directly addressing the specific question
• ensuring that they directly use the quotation and other sources, including historiography (c).

Question 16 – The Near East: Xerxes

In better responses, students were able to:

• identify specific individuals involved in the assassination of Xerxes, for example, Artabanus, Aspamitres (a)
• explain how specific actions of Xerxes helped his administration of the empire as opposed to simply describing relevant elements. For example, explaining how the Royal Road helped Xerxes to administer the empire, as opposed to simply describing the Royal Road itself (b)
• provide detailed knowledge of Xerxes’ life and reign with discussion of a number of relevant themes such as, military leadership, administration of the empire, religious tolerance (or otherwise)
• incorporate a wide range of sources (primary and secondary) to support the response. In some cases they were able to make judgements about the problematic nature of the sources on the reign of Xerxes, providing specific information from each of these sources
• form a judgement on the accuracy of the statement in relation to Xerxes. Most students also formed a judgement of Xerxes himself. Some students took particular elements from the source as prompts for their own response such as, “largely had a bad press”, “the villain of a heroic story of resistance”.

Areas for students to improve include:

• avoiding the inclusion of irrelevant detail in a response, for example, not including detail on Xerxes’ accession to the throne when writing about his death, or narrating large parts of the Persian Wars
• avoiding simply naming sources such as, Herodotus, Plutarch without integrating evidence from the sources
• reading the provided source carefully and accurately interpreting the 'view' of Xerxes
• integrating ideas from the provided source of Stoneman into the response linking ideas in Stoneman to the overall judgement of the response, rather than simply mentioning Stoneman’s name periodically.

Question 17 – China: Qin Shihuangdi

In better responses, students were able to:

• provide specific and accurate information about the impact of Qin’s death, namely to his immediate family and to the empire (a)
• address multiple ways in which Qin tried to seek immortality both physically and spiritually in his afterlife (b)
• accurately identify the intention and key aspects of the provided source to form the basis of the judgement and justification of Clements’ view (c)
• integrate a range of appropriate ancient and modern sources and relevant examples from the whole of Qin’s life to support the arguments (c)
• demonstrate and apply depth of specific historical knowledge about Qin to respond appropriately to questions.

Areas for students to improve include:

• focusing on the impact of his death rather than vague generalisations or long descriptions about his final moments (a)
• detailing the range of ways and methods in which Qin attempted to gain immortality, beyond just the drinking of mercury (b)
• critically analysing Clements’ view for more sophisticated ideas than simple statements that result in a narrative of his life (c)
• providing clear examples from Qin’s life to support the arguments (c)
• ensuring the extract by Clements is consistently and accurately used throughout as well as incorporating more sources, both ancient and modern, to provide greater depth of the justification of Clements’ view (c).

Question 18 – Greece: Pericles

In better responses, students were able to:

• include a range of specific features related to Pericles’ building program such as the fact that Pericles’ building program was financed, at least in part, by Delian League funds moved from Delos to Athens in 454BC (a)
• provide and focus their answer on a range of reasons motivating Pericles to reform democracy (b)
• determine the validity of the view, presented by the source, which indicates Pericles’ life ‘should be judged a tragedy rather than a triumph’ and provide a balanced assessment (c).

Areas for students to improve include:

• demonstrating a better understanding of how to address the key term ‘why’, requiring answers to focus on the reasons behind Pericles’ desire to reform democracy (b)
• understanding that the features of Pericles’ building program must go beyond providing a simple list of various buildings on the Acropolis as the program entails a broader scope than this (a)
• ensuring reference to ancient sources in support of an answer are correct, as an overwhelming number of students heavily relied upon Herodotus (a, b, c).

Question 19 – Greece: Alexander the Great

In better responses, students were able to:

• clearly, correctly and succinctly provide a range of specific problems Alexander the Great faced upon his accession (a)
• show an understanding of various specific tactics and/or strategies adopted by Alexander the Great to counter Darius at the Battle of Gaugamela (b)
• make informed assessments that could engage with multiple aspects of the given source, including the ability to both agree and disagree with the viewpoint provided supported by specific examples (c)
• demonstrate breadth of knowledge, including a range of specific modern perspectives (c).

Areas for students to improve include:

• demonstrating familiarity with the syllabus to avoid misinterpreting the question, such as, exclusively dealing with the consequences to the empire at the time of Alexander’s death (a)
• knowing each of the battles listed in the syllabus so they can respond to questions focussing on a particular one, rather than relying upon general information (b)
• limiting the use of abbreviations as this can undermine the effectiveness of the communication of information (a, b, c)
• avoiding predominantly focussing upon the retelling of stories, particularly in great detail, for example, Darius’ use of elephants in battle (b), Alexander punishing Betis in the same manner Achilles punished Hector (c)
• ensuring historical information is specific and relevant (c).

Question 20 – Rome: Tiberius Gracchus

In better responses students were able to:

• describe clearly the manner of Tiberius Gracchus’ death and identify the key people involved, such as clubbed to death, violent, number of supporters killed, bodies discarded into the Tiber (a)
• clearly identify a number of specific supporters of Tiberius Gracchus and provide a logical explanation of the importance and the role of these supporters such as, helping Tiberius become tribune, supporting his proposed laws, assisting with the land commission (b)
• engage with various aspects of the stimulus material and provide a detailed overview of how Tiberius was well-intentioned and then consider those same events (or other examples) relating his possible nefarious intentions (c)
• support these arguments with varied ancient and modern historiography such as, Plutarch, Scullard (c).

Areas for students to improve include:

• providing too much detail describing the motives, rather than manner of death
• broadening the response to beyond the ‘mob’ or a select few people as Tiberius support. Whilst the ‘mob’ or supporters may form part of the response, it should not be the entire response
• avoiding the entire focus on Scipio Aemilianus, misattributing later support roles to him
• making clear judgements that were supported by appropriate historical detail and evidence (c).

Question 21 – Rome: Julius Caesar

In better responses students were able to:

• distinguish the personal and political means to which both Cleopatra and Caesar pursued the relationship (a)
• clearly articulate at least two motivations for Caesar's invasion of Gaul (b)
• show a clear understanding and engagement with the Goldsworthy source with integrated analysis throughout the response (c)
• address both key arguments and evaluate the accuracy of both comments throughout the response (c).

Areas for students to improve include:

• clarifying the term ‘nature’ and avoiding a biographical account of Cleopatra
• adapting the understanding of the Gallic campaigns to the question; avoiding a simple narrative of the events that transpired
• ensuring that in proposing an argument it needs to be supported with detail and examples. It is not enough to describe the First Triumvirate, but rather clarify how Caesar used the triumvirate to end the Republic System of Government (c)
• going beyond a recount of Caesar's career and applying understanding and knowledge to the question (c).

Question 22 – Rome: Agrippina the Younger

In better responses, students were able to:

• provide specific and accurate information about Agrippina’s death such as, who was sent by Nero and where they were sent to. They address the stabbing of Agrippina mentioning the last statements that were made (a)
• address reasons as to why Gaius exiled in a clear and concise manner, and confidently use the language of cause and effect to provide a clear answer to “why” she was exiled (b)
• accurately identify the key aspects of the source to form the basis of the judgement and justification of Barrett’s view (c)
• integrate a range of appropriate sources and relevant examples from Agrippina’s life to support the arguments such as, her plans to secure Nero's succession (c).

Areas for students to improve include:

• focusing on the nature of Agrippina’s death rather than vague generalisations or long descriptions about the attempts (a)
• understanding the intention of the question and avoid a narrative of the lead up to her exile and role in the conspiracy (b)
• making a clear and consistent judgement throughout the response on the extent to which Barrett’s view could be justified (c)
• using the historiographical issues of the sources on Agrippina to support the arguments around whether Barrett was justified or not, instead of just critiquing the sources (c)
• ensuring the extract by Barrett is consistently and accurately used throughout (c).

Question 23 – New Kingdom Egypt to the death of Thutmose IV

In better responses, students were able to:

• consider a range of pharaohs from across the time period rather than focusing on only one or two
• effectively demonstrate how pharaohs incorporated Amun into their reign to establish their power and authority rather than that of the priesthood (a)
• interpret the meaning of empire in context of New Kingdom Egypt
• distinguish between Egypt's 'empire' in both the North and South, providing perceptive judgement on the differences between them (b).

Areas for students to improve include:

• providing a clear link to the question, for example, some students wrote about the importance of the Amun cult itself rather than its connection to the pharaoh’s power and authority (a)
• avoiding a chronological narrative of the pharaohs across the period. Instead, focus on the themes related to the question to assist in providing a judgement
• avoiding writing the entire history of the expulsion of the Hyksos unless specifically relevant to the question.

Question 24 – New Kingdom Egypt: Amenhotep III to the death of Ramesses II

In better responses, students were able to:

• make a perceptive judgement on Amenhotep III’s responsibility for the Amarna “revolution” (a)
• evaluate the other causes of the Amarna “revolution” using a wide range of evidence to support their evaluation (a)
• show how significant the Warrior Pharaoh image was to imperialism and explain how the image influenced Egypt’s allies to support the pharaoh, and Egypt’s enemies to fear him (b)
• show how the “Warrior Pharaoh” image was reinforced through military campaigns and images, citing specific evidence (b)

Areas for students to improve include:

• making a definitive judgement on the extent of Amenhotep’s responsibility (a)
• avoiding a discussion of the “Warrior Pharaoh” image without making clear links to imperialism (b)
• avoiding writing a narrative of pharaohs and events in the period.

Question 27 – Imperial China: The Qin and Han 247–87 BC

In better responses, students were able to:

• focus on succession rather than simply the death of Qin (a)
• link the belief in Qin's immortality to the reasons why he didn't adequately prepare for succession (a)
• interpret the significant changing role of the empress dowagers (b).

Areas for students to improve include:

• revising significant themes and events beyond Emperor Qin (a)
• knowing more than the role of one empress dowager in the Han dynasty (b).

Question 28 – The Greek world 500–440 BC

In better responses, students were able to:

• make a perceptive judgement about the significance of the battle of Plataea, particularly in terms of leadership, weapons & armour, tactics and/or strategy
• as part of a broader judgement, consider that whilst Plataea was important, other battles and factors were equally as significant or more important to the overall Greek victory
• use a wide range of relevant sources to support their claims, including archaeological evidence where appropriate
• clear focusing on why the Delian league transformed into the Empire throughout the response
• distinguish the difference between the three different leagues of this era,Hellenic, Delian and Peloponnesian
• demonstrate an understanding of key individuals and their motives and impact on the development of Empire such as Aristides, Cimon and Pericles.

Areas for students to improve include:

• knowing and understanding the details of specific battles in the Persian Wars rather than all battles in a general or superficial manner
• avoiding too much reliance on Herodotus solely as a source
• using their knowledge and understanding to plan a response specific to the question, rather than launching into a pre-prepared response. This was particularly evident in detailed responses that focused on ‘how’ the league transformed into Empire but did not refer to or draw out conclusions of ‘why’.

Question 29 – 4th century Greece to the death of Philip II

In better responses, students were able to: 

• offer a comprehensive explanation of the influence of changes in Greek warfare on developments in Greece and Macedon in this period which culminated with the Macedonian conquest of Greece
• outline changes to the Greek phalanx leading to Spartan defeat at Leuctra and subsequent Theban dominance such as, the development of the oblique phalanx and the effective deployment of light armed troops and cavalry
• explore the innovations of Epaminondas and Philip II at Leuctra, Mantinea and Chaeronea, particularly the Macedonian development of the sarissa
• make perceptive judgements about the extent of Demosthenes success in opposing Philip II offering a detailed account of the Philipics and how they culminated in Greek defeat at Chaeronea.

Areas for students to improve include:

• using specific accurate historical detail to support a judgement
• using specific and relevant sources to support their argument
• avoiding a simple narrative response.

Question 30 – The fall of the Roman Republic 78–31 BC

In better responses, students were able to:

• offer a perceptive judgement and identify specific legal reforms of Sulla demonstrating how his dictatorship was an example to later individuals (a)
• note the rise of violence in politics and how this shaped the period following his march on Rome (a)
• relate Sulla's proscriptions to later developments during the Second Triumvirate making a judgement based on the short and long term impacts of his political reforms; his impact on the judicial system and senate; age limits and time limits on the cursus honorum as well as Sulla’s impact on the conflict between optimates and populares (a)
• offer a judgement of degree, comparing and contrasting the First and Second Triumvirate's roles in the fall of the Republic demonstrating their detailed knowledge and understanding of each (b)
• demonstrate knowledge and understanding of a number of areas including the political destabilisation of the senate, the limitation of the optimates and appeal to the public as a means of bypassing the senate, the growth of political violence and rise in the use of urban gangs, and the impact of the growth of empire (b). 

Areas for students to improve include:

• making clearer links between Sulla's legacy and the fall of the Republic
• avoiding a simple narrative of only the First Triumvirate.

Question 31 – The Augustan Age 44 BC–AD 14

In better responses, students were able to:

• identify holistically the variety of ways in which Augustus used the building program
• structure the response thematically grouping building programs together such as, propaganda, infrastructure and image rather than describing buildings
• structure the response into building programs related to the establishment of the Principate, and buildings related to the maintenance of the Principate
• make a holistic judgement about ‘to what extent’ and the significance of Imperial women throughout the Principate
• engage with the key words ‘maintenance’, ‘power’, ‘authority’
• discuss the Imperial women Octavia, Livia, Julia accurately with an understanding of their significance to the Principate thematically in relation to traditional values and reforms, succession, influence and advocacy.

Areas for students to improve include:

• presenting a holistic discussion in the introduction where all the uses and purposes of the buildings are identified
• using only historical information that is relevant and accurate about Imperial women.

Question 32 – The Julio-Claudians AD 14–69

In better responses, students were able to:

• make holistic judgements about the contribution of the guard and how the Principate developed as a result of their actions across the period (a)
• have a clear understanding of the key words, contribution and development, to ensure the response does not become the relationship between the Praetorian Guard and the Julio-Claudian Emperors (a)
• discuss the impact of each Emperor’s decisions and personality on the outcome of the Praetorian Guard’s contribution (a)
• present a succinct response on how the Praetorian Guard’s changing role affected their contribution (a)
• have a clear understanding of and focus on, the key words of role and change in relation to the Senate (b)
• link the changes in roles to a specific Julio-Claudian, including a discussion of how that Emperor’s personality, laws, actions impacted the change.

Areas for students to improve include:

• presenting a response where the roles of the Senate are outlined in the introduction and addressed in relation to each Emperor (b)
• engaging with the keywords throughout to ensure the response does not become the relationship between the Senate and the Julio-Claudian Emperors (b)
• discussing the roles of the Praetorian Guard and making judgements on their contribution in relation to each emperor and holistically across the period (a)
• engaging with the keywords throughout to ensure the response does not become the relationship between the Praetorian Guard and the Julio-Claudian Emperors.