Ancient History 2021 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 include some of the following:

• identify the given source and use the appropriate terms, such as, lararium (shrine), the two dancing youths (lares), the spirit of the head of the household (the genius) in the centre and the snake (agothodemon) representing protection, fertility or the divine spirit of the paterfamilias
• explain the role of the head of the family (paterfamilias) conducting religious ceremonies at the lararium
• mention the guardians of the storerooms (penates) and the goddess of the hearth (Vesta)
• show their knowledge about household shrines in different forms common around Pompeii, depending on wealth, such as the painted wall in Source A to look like a three-dimensional temple (aedicule)
• refer to other household gods that may have been specific to each family such as Mercury or Bacchus
• mention specific offerings to the gods
• refer to other explicit sources.

Areas for students to improve include:  

• being familiar with the appropriate historical terms related to household religion
• being able to distinguish between private household and public religion
• avoiding a simple description of the given fresco source
• ensuring there is no confusion about religions from other societies, for example, Minoans and Egyptian
• being able to provide more than general statements about religion.

Question 2

In better responses, students were able to include some of the following:

• identify the natural features of Campania, such as, Mt Vesuvius, Sarno River, Bay of Naples or being in a coastal region
• answer the question by explaining how the features contributed to the economy
• link the fertile soil with the crops grown and the industry, for example, grapes (wine industry) and olive oil (olive oil and some mentions of perfume).
• mention grains grown and make links to the bakeries as an example
• mention fruits and vegetables sold at markets
• refer to ancient writers and their observations of the area, for example, Pliny the Elder, Florus and Strabo
• mention the grazing lands for sheep and link to the textile industry
• link the coastal region with fleets, fishing, salt and the garum industry
• explain the trade conducted around the region and the economic advantages
• refer to specific supporting evidence, such as, the fresco of Vesuvius and Bacchus from the House of the Centenary; the forum fresco at the House of Julia Felix; dolia at the Villa Regina; wine press from the Villa of the Mysteries; Marcus Umbricius Scaurus as a garum manufacturer as well as the mosaic from his house; seafood mosaic from the House of the Faun; fish bones found in the market (macellum).

Areas for students to improve include:  

• ensuring they are making the link between the natural features and the contribution to the economy, if that is the question
• being able to provide more than general statements about the natural features and/or the economy
• being familiar with the appropriate historical terms, for example, garum, macellum.

Question 3

In better responses, students were able to:

• make a clear judgement in response to the question and sustain this judgement throughout the response.  The better responses made a direct judgement about the ‘extent’ to which tourism is valuable at the beginning and included the limitations of tourism as well, for example, ‘Tourism is valuable to a significant extent as it contributes to the economy of the modern region where the archaeological sites of Pompeii and Herculaneum are located. However, the negative effects of mass tourism can hamper efforts to conserve the sites. Note that there is no single ‘correct’ way to answer this question. There were excellent responses which argued that tourism was mostly valuable as well as responses which argued persuasively that the limitations of tourism outweigh its benefits.
• use Sources B and C to help demonstrate the argument that had already been established. This is done most effectively by extracting key points from both given sources and interpreting how these can be used to answer the question.  Sources B and C were used as examples to support the argument of the response rather than making up the majority of words in the response
• include relevant examples of their own sources and information about the topic, for example, figures about the revenue brought in by tourism could be included to support the argument about the economic value of the sites and how this can fund conservation efforts; tourists experiencing these World Heritage Sites firsthand could be mentioned to support the cultural value of tourism. The negative impacts of tourism could be supported by examples of how mass tourism contributed to the degradation of the sites which poses difficulties for efforts to preserve and conserve the sites, for example, the wearing down of parts of the footpath on the Via dell’Abbondanza and the steps of the Temple of Apollo through constant foot traffic, the huge numbers of tourists from cruise ships, the use of flash photography and examples of stolen frescoes.

Areas for students to improve include:  

• showing that there are significant reasons as to why tourism is valuable, but that there are also potential drawbacks to tourism as well. This is essential as the question asks students to consider ‘extent’ and the two sources lead students to consider both the value and limitations of tourism. It is worthwhile briefly planning prior to writing the response to ensure that a clear argument is established.
• using the information provided by Sources B and C to explain the value and limitations of tourism.  Avoid simply copying out large parts of Sources B and C.  Some students copied out a lot of figures from the table provided in Source B - these figures alone do not tell us about the value of tourism and need to be interpreted, for example, ‘Source B shows that there was an increase of over a million tourists to Pompeii between 2012 and 2017, indicating the significant economic benefits of tourism through the greatly increased number of tickets purchased to enter the site’. Including key words or short phrases from Source C is appropriate as long as they are integrated into the response, for example, ‘Source C notes that there is not enough surveillance to “watch out for misbehaviour” and that tourists can treat Pompeii as “an amusement park”, leading to the degradation of the site
• including detailed examples of other relevant sources or information about the value of tourism. There is much information from the given sources to help answer the question, especially in Source C, so some students based their entire response around these sources. The integration of relevant other sources was required to access the higher range of marks for this question. Some students got sidetracked by detailing examples of conservation projects but did not link these to tourism directly. Students should keep referring back to the question to ensure they are on track with their response.

Question 4

In better responses, students were able to:

• respond to the question directly by presenting a hypothesis as to why leisure activities were important for everyday life, for example, ‘not only was leisure used as a form of entertainment… but was also a tool adopted by local politicians to further their social status’; ‘Leisure activities in everyday life in Pompeii and Herculaneum were of crucial importance to society. It allowed socialising, the establishment of social status, political power and boosted the economy.’ This better response then integrated the given sources and other relevant sources to give breadth and depth to the argument
• provide a comprehensive explanation of how both Sources D and E can be used to answer the question, for example, ‘as revealed in Source E, Rufus donated money, most likely to gain popularity from the people’; ‘gladiators were such an integral part of both leisure and everyday life that they were included in frescos such as Source D.’ Some students were able to integrate Source D to write about the size of the amphitheatre which showed the importance of this leisure activity
• provide a comprehensive explanation of how other sources could be used to answer the question to demonstrate an understanding of the historical context. Better responses used a range of historical terms and concepts appropriately. For example, these responses mentioned the importance of leisure activities in furthering political goals, creating social cohesion, promoting business transactions and the client patron relationship and contributing to the economy and industry. Better responses also demonstrated how the physical site of public and private buildings shows the importance played by leisure activities in society, for example, ‘its positioning in the main thoroughfare on the Via Dell'abbondanza conveyed its importance to everyday life’
• incorporate detailed and specific examples of other leisure activities to support their answer such as frescoes depicting gambling, graffiti, Suburban and other Baths, and the Estate of Julia Felix, for example, ‘Public bath houses and Private estates such as the Julia Felix bathhouses indicate their love for bathing as leisure activity, as well the positive influence such industries had to furthering the economy’.

Areas for students to improve include:  

• providing an explanation of the importance of leisure activities in everyday life. It is essential to answer the question directly rather than simply discussing sources. Planning the answer by breaking down the question would aid a more well-developed response
• using connective language, for example, ‘therefore’ to demonstrate explanation rather than description
• avoiding copying out large parts of the sources. Use the information provided by both Sources D and E as evidence to show how and why leisure activities were important in everyday life. Including short phrases from the two sources is appropriate as evidence integrated into the response. There was information in the two sources to help answer the question, for example, fresco depicting gladiators (Source D), the theatre, the orchestra (Source E) are all examples of leisure activities; duumvir…from his own money (Source E) is an example of leisure activities linking to politics
• integrating other relevant examples of leisure activities with other sources. The examples need to be about leisure activities that show importance to everyday life such as Julia Felix baths. Some students mentioned baths, gambling and prostitution, but did not link why or how these were important in everyday life.

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

In better responses, students were able to do some of the following:

• outline several different features of the palace complex at Malkata (a)
• describe types of texts written in this period and their purpose, the types of writing, and/or explain the roles of scribes in society (b)
• clearly explain economic exchange and discuss specific aspects such as barter, tax and tribute (c)
• integrate examples such as the expedition to Punt (c)
• provide an analysis, not just a description, of the roles of royal and non-royal women in society (d)
• cite specific examples of royal women such as Hatshepsut, and their impact (d)
• make a detailed reference to the source and relate it to roles specific to this society (d)
• refer to other appropriate sources to support their response (d).

Areas for students to improve include:

• using relevant historical terms and concepts
• analysing women’s roles that were specific to this society, not generic
• making detailed references to the source provided, rather than just describing it
• discussing other relevant sources that support their analysis
• analysing both royal and non-royal women’s roles.

Question 6 – New Kingdom Egypt society during the Ramesside period

In better responses, students were able to do some of the following:

• outline specific features of Deir el Medina (a)
• explain what is known about funerary texts such as The Book of The Dead, The Amduat and The Book of Gates (b)
• cite examples from the funerary texts and explain their purpose (b)
• clearly explain economic exchange and discuss specific aspects such as barter, tax, trade, and tribute (c)
• explain the role of the temples in the economy (c)
• provide some detail about the Deben and its role in economic exchange (c)
• analyse the role of festivals using evidence (d)
• analyse the three major festivals, The Beautiful Feast of the Valley, The Opet and the Heb Sed (d)
• explain the role festivals played in the lives of the general population and the Pharaoh (d).

Areas for students to improve include:

• providing accurate details of Deir el Medina
• explaining economic exchange, not just aspects of the economy
• showing an understanding of how the economy functioned
• analysing the role of the festivals, not just describing them
• using evidence to support the analysis.

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

In better responses, students were able to do some of the following:

• refer to specific features of the site of Beersheba that were characteristic of the site and would not apply to all other ancient cities (a)
• provide detail on both art and architecture, including examples (b)
• explain the importance of agriculture to the economy, without including information on other aspects of the economy (c)
• incorporate the provided source and other relevant sources to support the response (d)
• provide information on multiple roles of the prophets, including the prophets of Baal (d).

Areas for students to improve include:

• using a range of historical and archaeological sources rather than relying exclusively on the Biblical text
• providing specific examples to support responses, rather than generalised information that could apply to any society.

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

In better responses, students were able to do some of the following:

• outline several specific features of Naqsh-i-Rustam (a)
• provide accurate details about the Royal Road including the physical aspects, the road’s purpose and functions (b)
• explain the full nature of bureaucracy, not just the Satrapy system (c)
• use correct terms such as hazarapatis, arstibara and vacabara (c)
• analyse the role of several palace complexes including Susa, Pasargadae, and Persepolis (d)
• demonstrate a thorough understanding of the role palace complexes played in respect to the King’s image and power (d)
• integrate detailed information from the source provided and other sources (d).

Areas for students to improve include:

• using additional sources to support their response, not only the source provided, and referencing them in detail
• understanding the bureaucracy as a complex system, not just some aspects of it
• analysing the role of the palace complexes, rather than just describing them.

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

In better responses, students were able to do some of the following:

• identify key features and provide specific information on the site of Luoyang (a)
• provide detail on different aspects of the imperial bureaucracy (b)
• develop an explanation on more than one aspect of economic exchange (c)
• provide clear analysis on a variety of roles of the army (d).

Areas for students to improve include:

• using appropriate historical terms
• being clear and specific when referring to evidence and identifying key features such as those of Luoyang
• avoiding generalisations that could apply to any site or society
• referencing other relevant sources on the role of the army in the period in detail, not just referring to them in a broad sense
• analysing or explaining as required, rather than just providing a description.

Question 10 – Bronze Age: Minoan Crete

In better responses, students were able to do some of the following:

• clearly outline cultural and/or geographical features of the site of Zakros and include specific examples of these features (a)
• identify what is known about specific Minoan technologies in this period and use a range of relevant terms (b)
• correctly identify a range of religious places in Minoan Crete, identify their key features and highlight their importance to Minoan religion and society (c)
• present a clear and detailed analysis about the various roles art had in Minoan society (d)
• identify and integrate evidence from Source K and other sources accurately to demonstrate a thorough understanding about the role of different forms of art in Minoan culture (d)
• provide a coherent and sustained response (d).

Areas for students to improve include:

• ensuring their response contains information that is specific to the question, rather than general statements or descriptions (a, b, c, d)
• using relevant historical terms and concepts (a, b)
• referring to specific religious places in Minoan Crete rather than describing aspects of religion in Minoan Crete (c)
• clearly addressing the question and analysing, not describing, what the role of art was in Minoan Society, not its importance or what it revealed (d)
• clearly referring to the provided source and other sources, and using them to help analyse the role of art in Minoan Society rather than just describing it (d).

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

In better responses, students were able to do some of the following:

• identify specific historical terms and/or concepts in outlining the site of Sparta (a)
• refer to specific features of Spartan technology such as art, architecture, and weapons (b)
• highlight the importance of Lycurgus in relation to his role as a lawgiver and reformer and the debate about his existence (c)
• use specific examples of reforms attributed to Lycurgus and the Great Rhetra (c)
• provide a detailed analysis of the range of roles of the army in society, for example, protection, societal roles, the ideology and alliances (d)
• use the source extensively to support their analysis and refer to other sources (d).

Areas for students to improve include:

• avoiding confusion with the Core Topic – Cities of Vesuvius: Pompeii and Herculaneum – concerning the natural features and geography of Sparta (a)
• considering the man-made, physical and architectural features of the site of Sparta as well as the natural or geographical key features (a)
• establishing links between manufacturing in Sparta/Laconia and what is known about technology in Sparta, using examples such as weapons, pottery, metal crafting, ivory crafting, votive offerings and buildings/architecture (b)
• using specific, clear and appropriate historical terms and concepts
• sustaining a coherent line of explanation (c)
• focusing on an analysis of the role of the army and not just providing a description of the army in society or detailing specific battles (d)
• referring to multiple sources and using these to support their response (d).

Question 12 – Athenian society in the time of Pericles

In better responses, students were able to do some of the following:

• clearly outline cultural and/or geographical features of the site of Athens and include specific examples of these features (a)
• accurately identify what is known about the ekklesia in this period and provide a detailed response using relevant historical terms (b)
• refer to a range of Athenian festivals and clearly explain their importance to Athenian Society (c)
• present a clear and detailed analysis about a range of roles of the military, in addition to those provided in the source, using relevant historical terms and concepts (d)
• identify and integrate evidence from Source M, including correct terms and linking what this source demonstrates about the role of the military to Athenian Society (d).

Areas for student to improve include:

• ensuring their response contains information that is specific to the question and not just general statements (a)
• referring to a range of historical sources to highlight what is known about the ekklesia in this period (b)
• clearly addressing the importance of festivals in Athenian Society by referring to specific festivals, not describing aspects of Greek religion (c)
• analysing, not describing, what the various roles of the military were in Athenian Society (d)
• correctly identifying Source M and using the source to help their analysis about the role of the military in numerous aspects of Athenian Society (d).
• referring to multiple sources and using these to support their response (d).

Question 13 – Egypt: Hatshepsut

In better responses, students were able to:

• describe the limitations or difficulties of the evidence for Hatshepsut and relate this to historians studying her personality (a)
• provide a range of key problems, beyond those addressed by the source (a)
• explicitly integrate evidence from both modern historians and ancient evidence (a, b)
• establish a clear line of argument from the start, setting up the direction of the argument (b)
• deconstruct and apply aspects of the provided source (a)
• construct an effective, well-reasoned and sustained judgement about ‘influence’ throughout their response (b)
• respond appropriately to a ‘to what extent’ question (b).

Areas for students to improve include:

• spending time carefully deconstructing the source, integrating evidence from the source to support an argument not copying out the source (a)
• reading the stem of the question carefully, for example, this was not a 'what does the evidence tell us' question (a)
• focusing their response on ‘her time’ rather than extended ‘legacy’ (b)
• incorporating key historical terms to avoid a generalised response (a, b)
• referring to other relevant sources and using these to support their response (a, b).

Question 14 – Egypt: Akhenaten

In better responses, students were able to:

• integrate the stimulus quote throughout and connect aspects of the quote to specific historical evidence such as tombs, East Karnak, Amarna letters, Akhetaten and, destruction by Tutankamun and Horemheb and link them to problems for historians (a)
• outline a range of problems of evidence for historians studying Akhenaten, for example, bias and propaganda of sources created by Akhenaten, lack of evidence in particular areas (such as diplomacy with the Amarna Letters), the impact of the destruction and erasure of Akhenaten’s rule and the limited extent of physical evidence to support artistic depictions (a)
• detail a number of Akhenaten's impacts on his time for example religious reformation to monotheism, changes to the artistic style, the changing role of 'warrior pharaoh' image, the changing role of royal wives and family, issues related to diplomatic and military expansion, and moving the capital to Akhetaten (b)
• develop a complex argument, for example, that while Akhenaten made large changes their impact was limited as many people did not adhere to them (b)
• support their answer with a range of primary sources and historiography (b).

Areas for students to improve include:

• focusing on what the question is asking, such as problems with the evidence and not retelling everything known about Akhenaten (a)
• using specific historical examples to highlight the influence or lack of influence in Akhenaten’s reign (b)
• focusing on Akhenaten's impact on his time instead of a discussion of Akhenaten's legacy and the longer-term impact of his reforms (b).

Question 15 – The Near East: Sennacherib

In better responses, students were able to:

• identify specific sources when discussing problems of evidence for historians studying Sennacherib, for example, Sennacherib’s Annals and the Lachish reliefs (a)
• discuss several problems of evidence, rather than just one, for example, anti-Assyrian bias in the Biblical tradition and the production of propaganda for Sennacherib’s regime (a)
• link parts of the Laato quotation to elements within the response (a)
• incorporate a wide range of sources (primary and secondary) to support the response, and providing specific information from each of these sources (b)
• form a judgement about the extent to which Sennacherib influenced his time, as opposed to simply narrating events of his life, such as his military campaigns (b)
• consistently link their historical knowledge, evidence, and judgement back to the question.

Areas for student to improve include:

• avoiding simply naming sources, without integrating evidence from them
• referring to other relevant sources and using these to support their response (a, b).

Question 16 – The Near East: Xerxes

In better responses, students were able to:

• identify specific sources when discussing problems of evidence for historians studying Xerxes, for example, Herodotus’ The Histories and Aeschylus’ The Persians (a)
• provide specific examples to support claims about the problems of evidence, for example, Herodotus’ Hellenocentric bias when it comes to depicting Xerxes’ expedition against Greece (a)
• discuss problems of evidence, for example, Greek bias, and lack of Persian sources (a)
• link parts of the Bridges’ quotation to elements within the response (a)
• incorporate a wide range of sources (primary and secondary) to support the response and provide specific information from each of these sources (b)
• provide detailed knowledge of Xerxes’ influence on his time, when discussing relevant themes, for example, military leadership, administration of the empire, religious tolerance (or otherwise) (b)
• form a judgement about the extent to which Xerxes influenced his time, for example, telling the narrative of the Persian Wars (b)
• consistently link their historical knowledge, evidence, and judgement back to the question.

Areas for student to improve include:

• avoiding the inclusion of irrelevant detail in each response, for example, do not include detail on Xerxes’ rule of the Persian empire, or narrating large parts of the Persian Wars, when assessing the problems of evidence
• avoiding simply naming sources without integrating evidence from them
• reading the provided source carefully and accurately to interpret the 'view' of sources on Xerxes that is offered in it (a)
• referring to other relevant sources and using these to support their response (a, b).

Question 17 – China: Qin Shihuangdi

In better responses, students were able to:

• extract key elements from the source by Brashier to show what the main problems of the evidence surrounding Qin were, as well as expand into other areas of concern (a)
• identify specific sources when discussing problems of evidence for historians studying Qin Shihuangdi, for example, Sima Qian's 'Shiji' (a)
• discuss several problems of evidence, rather than just one, for example, the bias of Han-era sources and the propaganda produced during the reign of Qin (a)
• make a clear determination of the degree or extent to which Qin influenced his time and the areas this impacted (b)
• integrate a range of appropriate ancient and modern sources and relevant examples from the whole of Qin’s life to support the judgement (b)
• demonstrate and apply depth of specific historical knowledge about Qin to respond appropriately to questions.

Areas for students to improve include:

• avoiding general recounts or description of the sources that provide information about Qin (a)
• developing clear areas/arguments to show the ways in which Qin influenced his time and link these to specific examples (b)
• forming a judgement about the extent to which Qin Shihuangdi influenced his time, as opposed to simply narrating events of his life such as his quest for immortality, or his conquest of China (b).

Question 18 – Greece: Pericles

In better responses, students were able to:

• detail problems about specific evidence used by historians studying Pericles and provide clear examples to support claims about these problems. These could include a lack of primary archaeological evidence resulting in a heavy reliance upon the literary sources and the image of Pericles they wish to portray or the limited information that can be ascertained from this type of source. For example, the ostracon identifying Pericles cannot be used definitively to prove a particular position without other evidence which contextualises this source (a)
• explicitly use the source provided, and a range of other relevant sources, to support statements made about the problems with evidence identified in the response (a)
• focus their answer on ways Pericles influenced his time and make a judgement (positive and/or negative) about the extent to which he did so, such as the critical role he played in stripping power from government institutions dominated by the elite to allow a more representative democracy, or how his strong personal anti-Spartan sentiments in driving Athens to adopt policies which would eventually result in the Peloponnesian War (b).

Areas for students to improve include:

• avoiding simply rewriting the quote without linking it to a specific problem encountered by historians using sources to study Pericles (a)
• ensuring sources referenced are correct
• referring explicitly to a number of sources throughout the response (a, b).

Question 19 – Greece: Alexander the Great

In better responses, students were able to:

• identify a range of problems with the evidence for historians studying Alexander the Great, such as the loss of contemporary sources and the difficulty in discerning fact from propaganda, for example, the Azara herm (a)
• integrate the source provided, and a range of other relevant sources and examples to support the response (a)
• make an informed assessment about the different ways and the extent to which he positively or negatively influenced his time, for example, Hellenisation and the spread of Greek culture and language across his empire or the failure to implement a succession plan resulting in the Wars of the Diadochi and the division of his empire (b).
• Areas for students to improve include:
• linking problems with the evidence to a specific issue for historians (a)
• avoiding simply rewriting parts of the quote provided (a)
• avoiding simply describing Alexander the Great’s achievements or including irrelevant information such as the story surrounding his birth or the taming of Bucephalus (b)
• ensuring other sources referenced in determining the extent to which Alexander the Great influenced his time are relevant and accurate, for example, Herodotus is not a significant source for this personality (b).

Question 20 – Rome: Tiberius Gracchus

In better responses students were able to:

• integrate the given source along with other sources such as Plutarch and Appian to identify specific problems with evidence and link these to historians’ study of Tiberius, for example, the perspectives or biases of ancient writers (a)
• provide a range of examples of Tiberius’ influence, for example, his reforms, his role within the factional politics of the Senate, his influence on his brother Gaius and on political violence and the innovative use of the office of the Tribune (b)
• provide a balanced argument on Tiberius’ influence by demonstrating areas where he did have influence, such as the land reforms, as well as where he did not (b).

Areas for student to improve include:

• avoiding one-sided judgements and trying to consider multiple viewpoints (b)
• supporting their response with detailed information and examples rather than making general statements (a, b)
• only using sources relevant to their evaluation of the extent to which Tiberius Gracchus influenced his time (b).

Question 21 – Rome: Julius Caesar

In better responses students were able to:

• address problems such as bias, exaggeration and a lack of primary sources as well as problems with historians' perspectives such as accounts based on whether they viewed Caesar as a hero or villain (a)
• integrate ancient and modern sources
• present a clear argument throughout their response with specific and accurate information (b)
• engage with multiple aspects of Caesar’s influence, for example, social, political, economic, or military (b)
• support their argument with a range of appropriate examples from the period (b).

Areas for student to improve include:

• integrating aspects of the quote from Canfora rather repeating it (a)
• ensuring that they remain focused on the time of Caesar (b)
• ensuring that they are actively focused on judging the extent of his influence rather than narrating his life (b)
• avoiding generalisations like ‘historians say’, and providing specific sources and specific reasons (b)
• integrating a wide range of sources, especially opinions, which complement their response.

Question 22 – Rome: Agrippina the Younger

In better responses, students were able to:

• unpack the various elements of the Southon quote, such as her relationship to men, impact on politics and the military, and points of her life that are not known (a)
• provide a variety of problems with evidence and link these to issues for historians (a)
• demonstrate detailed knowledge of the evidence beyond just one type of source, such as ancient writers, archaeological sources and modern historians (a)
• use specific examples to show a range of influences such as the use of patronage and where this failed (Seneca), the lack of influence that Agrippina had at points in her life (such as her marriage to Ahenobarbus) and the question of her being used as a figure to promote the imperial family (during Gaius’ & Claudius’ rule) (b)
• support their judgement with ancient and modern sources (b)
• integrate specific historical terms related to Agrippina’s life, for example, Quinquennium Neronis, Augusta.

Areas for students to improve include:

• selectively using aspects of the Southon quote instead of simply rewriting large parts (a)
• making a clear link between Agrippina’s actions and her influence (b)
• integrating a variety of sources, for example, ancient and modern historians, and archaeological to effectively support their judgement (b)
• correctly referring to historians, evidence, and aspects of Agrippina’s life, such as using Tacitus instead of another writer like Plutarch.

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

In better responses, students were able to:

• interpret the meaning of influence in relation to the impact the Hyksos had on New Kingdom Egypt (a)
• distinguish between the reigns of Amenhotep II and Thutmose IV, providing perceptive judgement on both pharaohs (b)
• examine the success of Amenhotep II and Thutmose IV in the context of their time (b)
• provide detailed historical knowledge relevant to the judgement (b).

Areas for students to improve include:

• avoiding simply listing items the Hyksos brought to Egypt (a)
• avoiding writing a narrative of the expulsion of the Hyksos (a)
• avoiding writing a response on other pharaohs of the period with no connection to the two identified in the question (b)
• providing specific evidence to support points, either archaeological and/or written (b).

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 the extent to which each pharaoh’s actions in the post-Amarna period overturned the Amarna ‘revolution’ (a)
• discuss the range of actions made by pharaohs across the whole period to overturn the Amarna ‘revolution’ (a)
• accurately identify vassal rulers and Egypt’s foreign relationships with them (b)
• make a perceptive judgement about Egypt’s foreign policy through the varying relationships Egypt had with vassal rulers (b)
• provide detailed historical knowledge, sources, and interpretations relevant to the question.

Areas for students to improve include:

• linking the actions of post-Amarna pharaohs to their motives for overturning the Amarna ‘revolution’ (a)
• avoiding a discussion of general foreign policy and Egypt’s relationship with the Mitanni and Hittites (b)
• providing detail, specific examples, sources and historiography to support main points
• avoiding writing a narrative of pharaohs and events in the period.

Question 25 – The ancient Levant: First Temple period c. 970−586 BC

In better responses, students were able to:

• develop a response that encompassed the entire period rather than just the events surrounding the division of the kingdom (a)
• detail the relationships of both Israel and Judah with the Babylonians (b)
• establish and sustain an argument throughout
• integrate evidence to support their response.

Areas for students to improve include:

• supporting responses with archaeological and written sources beyond the Biblical narrative
• developing an argument showing the relationship between the different elements in the question.

Question 26 – Persia: Cyrus II to the death of Darius III

In better responses, students were able to:

• demonstrate a link between building programs and their significance in maintaining the power and authority of Persian kings across the period (a)
• demonstrate a link between how subject peoples were treated and what this reveals about the Persian empire across the period (b)
• establish and sustain an argument throughout their response
• provide examples from the early, middle and later parts of the period, moving beyond just Xerxes I
• integrate a range of evidence to support different interpretations.

Areas for students to improve include:

• knowing and understanding the details of building programs beyond just Darius I and Xerxes I (a)
• including examples from the period more broadly, rather than focusing on kings from Cyrus II to Xerxes I
• developing an argument showing the relationship between the different elements in the question.

Question 28 – The Greek world 500–440 BC

In better responses, students were able to:

• provide a judgement about Themistocles' various contributions to the Greek victory, as well as acknowledging other contributing factors including weather, other Greek leaders, terrain, morale, and the Persian army (a)
• draw out a range of reasons showing cause and effect and link these to the changing relationship between Athens and Sparta across the period not only during the Persian war period (b)
• integrate specific evidence throughout the response.

Areas for students to improve include:

• making a judgement relevant to the question rather than providing a narrative of events from the time period (a)
• referring to a wide range of relevant content across the Persian war period rather than only on a few battles
• developing a logical judgement. Some responses showed strong knowledge of events and issues from the Persian Wars, but did not clearly make a judgement about these in relation to the extent of Themistocles contribution to Greek victory
• showing how events changed the relationship between Athens and Sparta rather than outlining events and issues from the period
• emphasising why the relationship changed rather than just how it changed.

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

In better responses, students were able to:

• demonstrate perceptive judgement about the impact of Persian intervention into Greek affairs during this period (a)
• demonstrate detailed knowledge of the nature and impact of Theban hegemony, as well as the roles of Pelopidas and Epaminondas (b)
• show how the Greek world was weakened through disunity and Persian influence increased, encouraging the rise of the Spartan and Theban hegemonies (a)
• explain how the negative nature and actions of Theban hegemony, and its reliance on key individuals led to its downfall (b)
• support argument with historical detail, for example, Lysander’s interactions with Cyrus the Younger, the machinations of Persian satraps Tissaphernes and Pharnabazus, the role of Persia in causing the Corinthian War, and the King’s Peace
• effectively use relevant sources such as Thucydides (for context), Xenophon, Plutarch, Worthington, and Hammond.

Areas for students to improve include:

• avoiding too much focus on the Persian Wars and Peloponnesian War
• providing specific details and examples of Persian intervention into Greek affairs during the 4th century BC (a)
• avoiding confusion about the timeframe for Theban hegemony (b)
• avoiding focusing predominantly on the diplomatic and military achievements of Philip II (b)
• avoiding a simple narrative response (a, b).

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

In better responses, students were able to:

• offer a perceptive judgement of how Pompey's contributions were significant, linking his roles, achievements, actions, and reforms to clearly identified political developments (a)
• demonstrate detailed knowledge of the career of Pompey including his military career, for example, his early military career under Sulla and the way his consulship of 70BC undermined the Sullan reforms (a)
• evaluate the significance of the restoration of the power of tribunes and Pompey’s extraordinary commands under the lex Gabinia and lex Manilia (a)
• assess how Pompey’s role in the First Triumvirate and Civil War weakened an already fragile Republic (a)
• support their response with detailed reference to appropriate sources such as Shotter, Goldsworthy, Cicero, Plutarch, Suetonius and Scullard (a, b)
• demonstrate detailed and accurate knowledge of foreign wars and Roman expansion, particularly in the east, and in Gaul, and make links to the ramifications of these campaigns for the Roman political situation (b)
• support their explanation with details about the Gallic, Mithridatic, and Parthian wars
• provide clear judgement about how each war/expansion specifically impacted the developments of the period, and/or the careers of significant individuals, generals' relationships with their armies and the strains wars placed on the Republican system (b).

Areas for students to improve include:

• avoiding responses focused on Caesar, Crassus, Cicero and other individuals, or almost exclusively on the actions of the First Triumvirate
• avoiding writing narrative accounts of Pompey’s career
• avoiding general observations about how expansion would strain armies and empire, or using examples outside of the time period
• avoiding general narratives about a war
• not focusing predominantly on the Civil War without contextualising how the foreign wars lead to the Civil War.

Question 31 – The Augustan Age 44 BC−AD 14

In better responses, students were able to:

• assess success in relation to the reforms (a), such as consolidation of the Principate, creating stability within the Principate, and establishing a conservative traditional society
• define a variety of reasons why propaganda (b) was significant, for example, creating specific images of himself, garnering support for the Principate, creating the façade of a Republic, promoting the Pax Romana, and promoting the Imperial Family
• sustain the judgements made throughout the response, consistently referring to the extent of success (a) or the significance of the propaganda (b)
• include extensive detail about reforms to support the judgements, such as political, social, religious, administrative, legal, senatorial, provincial, administrative, military
• include extensive detail on propaganda (b), such as, the Actium ‘myth’, literature (Livy, Horace, Virgil, Res Gestae), buildings and statues, numismatics, titles and honours
• support the discussion and judgement with well-chosen and relevant historical sources.

Areas for students to improve include:

• expanding on statements such as, to a significant, moderate, limited extent, so they become a substantial judgement
• avoiding detailed narratives on the reforms that are not linked to a judgement (a)
• avoiding a detailed description of an example of propaganda without defining its purpose (b)
• sustaining judgements made throughout the response, consistently referring to the extent of the reform’s success or the significance of the propaganda.

Question 32 – The Julio-Claudians AD 14–69

In better responses, students were able to:

• judge Tiberius’ reign in terms of its significance to the future development of the Principate (a)
• differentiate between the Imperial family and Julio-Claudian rulers (b)
• include extensive detail on the reign of Tiberius, such as his relationship with the Senate, his plans for succession, his changes to and relationship with the Praetorian Guard, his building and provincial programs, his style of rule, and connect this detail to how they impacted the future development of the Principate (a)
• include extensive detail on the importance of the Imperial Family such as the divine bloodline and its ongoing influence on the relationship with Senate, Praetorian Guard and the army, the role of Imperial women, the issues of succession (b)
• support the discussion and judgement with well-chosen and relevant historical sources (a, b).

Areas for students to improve include:

• avoiding judging Tiberius’ reign on the Augustan model (a)
• avoiding descriptive narratives of the plotting and intrigue within the Julio-Claudian family and consistently link the detail to the judgement (b)
• expanding on statements such as ‘to a significant/ moderate/ limited extent’, so they become a substantial judgement
• supporting responses with well-chosen and relevant historical sources.