Ancient History 2022 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 the response where appropriate
• integrate a source, if provided in the question, within the response and not only at the beginning or the end
• communicate ideas and information using historical terms and concepts appropriately
• present a sustained, logical and cohesive response that addresses the question
• review their response to ensure that it addresses the question requirements.

Question 1

In better responses, students were able to:

• explain that Source A, a mosaic showing Alexander the Great, excavated from the House of the Faun in Pompeii, reflects Greek or Hellenistic influences in Pompeii, which extend to art (including frescos and statues), architecture, urban planning, and religious practice
• provide other examples of Greek and Egyptian influence in art and architecture
• refer to other examples such as, the Nile Mosaic (also excavated in the House of the Faun) or the Temple of Isis for Egyptian influences and/or the Theatre and the Odeon for Greek architectural influences.

Areas for students to improve include:

• understanding the sources, specifically the Source A mosaic, and not misinterpreting it as a source of military influence and going into an explanation about warfare
• being able to distinguish between Greek and Egyptian influences and providing specific examples from Pompeii, such as those found in religion, art, theatre or architecture.

Question 2

In better responses, students were able to:

• identify that water was a feature of private and public spaces in both towns and was important for health and sanitation
• use evidence from Source B  (a fountain in an ornate public space within the House of the Neptune) to demonstrate that water was important in households and a show of wealth by the owner
• demonstrate the importance of water to everyday life through the provision of a water supply, including the Serino Aqueduct and lead pipes
• identify that people at the bottom of the hierarchy were able to access drinking water through the public fountains excavated in both towns
• contrast public hygiene in Herculaneum and Pompeii by explaining that Herculaneum had an underground sewer system (HCP); however, stepping stones excavated in Pompeii support the idea that waste was in the public streetscape
• use the baths to explain that citizens of both towns recognised the importance of cleanliness and hygiene and name specific bathing complexes, such as, the Stabian or Forum Baths.

Areas for students to improve include:

• ensuring they link water supply and sanitation to their importance in everyday life in both Pompeii and Herculaneum. The importance of water supply and sanitation can be related to health, hygiene, decorative purpose, leisure and to industries, such as, fullonica or farming
• communicating the importance of water supply and sanitation using appropriate historical terms, such as aqueducts, public and private baths, compluvium and impluvium and specific examples.

Question 3

In better responses, students were able to:

• directly respond to the question about how Sources C and D  help historians to understand women’s status within the social structure from the beginning of the response. For example, Sources C and D  significantly help historians to understand the status of women in the social structure of Pompeii. Sources C and D  help historians to understand that women’s status in terms of wealth and opportunities determined their position within the social structure. At the same time, all women were seen in relation to the men in their lives to some extent and this affected their status in Pompeii
• focus on Sources C and D  specifically, rather than how other sources help to illustrate women’s status within the social structure. For example, Source C helps historians by revealing the status and opportunities of an upper-class woman. Mamia held the role of priestess, had the economic means to be able to contribute a building to the imperial cult at her own expense, and was credited with it. Source D  could be interpreted in various ways. For example, the woman playing an instrument was either an entertainer for the man and the well-dressed woman, or was wealthy as she was able to learn to play an instrument and is wearing a decorative crown. Both sources indicate that women are referred to in relation to men. For example, despite a degree of autonomy, Mamia was still linked to her father in Source C.  In either interpretation of Source D, the seated woman is shown to be subservient to the man
• understand and reference the terms in the question, ‘women’s status’, ‘social structure’ and link these two concepts together in the response. For example, Source C  shows that Mamia’s role as a priestess and possession of wealth and land allowed her to have high status as a woman within the social structure. Source D  could be used to provide another example of a wealthy woman or to show that a lower-class female entertainer would have a lower status within the social structure. Women’s relationships with men also had an impact on their status within the social structure.

Areas for students to improve include:

• avoiding copying out Source C or describing the scene that is shown in Source D
• using the language of the question to help establish a response. For example, students could use the phrase ‘helps historians to understand’ from the question when providing details about each source. This will ensure that the given sources are being used to answer the question directly rather than simply describing the content of each source
• avoiding lists of general information or sources about women’s roles and jobs. This is not relevant as the focus should be on Sources C and D
• the phrases ‘women’s status’ and ‘social structure’ are more specific than the general roles women played in society or the jobs they had. The response needs to link women’s status to the social structure of Pompeii. For example, referring to high or low status of women within the social structure from Sources C and D  rather than providing general examples of women’s roles as a wife, mother or worker in particular industries in which lower class women could work in, such as in shops, inns or prostitution
• noting that women were across the social structure, such as, wealthy women, lower class women, freedwomen, enslaved women rather than saying women were placed below freedmen and above slaves.

Question 4

In better responses, students were able to:

• respond to the question directly by explaining how the international community has contributed to the Italian efforts in conserving the cities of Vesuvius. For example, the international community has been instrumental in aiding the Italian efforts at conservation, providing funding and additional viewpoints regarding conservation rather than excavation; or international contributions have been integral to conserving Pompeii and Herculaneum
• integrate the given sources and other relevant sources to give breadth and depth to their response
• integrate ideas from Sources E and F  in their response. For example, the international community has provided personnel to help ‘conserve and protect’ (Source E ) the sites, or infra-red evaporation cleaning technology used in the villa of the Mysteries… illustrates the international communities contribution with ‘methodologies, techniques and materials’ (Source F )
• refer to Source E  when discussing the impact of the international community visiting Vesuvius as tourists to conservation which show the importance of the international community
• use a range of examples and historical terms and concepts appropriately to support their response. For example, mentioning the key issue of lack of funding linked to poor maintenance, the move from excavation to conservation and the work of the international community in providing technology and research
• incorporate specific examples of how the international community has contributed to conservation, such as, the work of the Herculaneum Conservation Project, Packard Institute, British School of Rome, Andrew Wallice-Hadrill, Estelle Lazer, and technology for Robot Dog.

Areas for students to improve include:

• directly linking ‘other relevant sources’ to the conservation of the sites. An example of this is when students include information about Estelle Lazer and her work on the casts but focus on her findings rather than her contribution to conservation
• providing a clear explanation of international contributions to conservation of the sites. For example, the international community has contributed funding towards the conservation of the sites and this funding has been used to stabilise buildings, restore and protect frescoes, and address ongoing issues caused by natural weathering processes
• avoiding copying out large parts of the sources. It is appropriate to include short phrases from the two sources and use the information from the two sources to answer the question. For example, 'European Union-funded initiative…to save the site' (Source E ), 'further excavations…will not be a priority’ (Source E ), 'fundraising and direct financing by private investors' (Source F ), 'methodologies, techniques and materials for the conservation and restoration' (Source E ), are all international contributions to conservation.  

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

In better responses, students were able to:  

• correctly identify one God or Goddess from Ancient Egypt and outline their role in this period (a)
• address the significance of both royal and/or non-royal tombs in this period, whether it be cultural or religious (b)
• draw a clear link between what writing and literature reveal about cultural and everyday life in this period. Better responses included references to specific pieces of writing or literature from the period to highlight specific examples, and what they revealed about both cultural and everyday life (c)
• provide an explanation about the political organisation of New Kingdom in this period, not the social structure (d)
• correctly identify Source G  and draw evidence from this source and other historical sources relevant to the political organisation of this period (d)
• refer to a range of relevant historical terms in relation to the political organisation (d).

Areas for students to improve include:

• providing a response which looks at what writing and literature reveal about cultural and everyday life, not a response which examines the role of scribes or general aspects of Egyptian cultural life as seen in paintings (c)
• using relevant terms and providing specific examples in relation to the political organisation of Egypt in this period, not just the role of the pharaoh or general information about social structure (d)
• referring to the provided source and correctly identifying the source as a statue of Amenhotep, an official, not the pharaoh Amenhotep III (d)
• providing a response with information and examples relevant for the period.

Question 6 – New Kingdom Egypt society during the Ramesside period

In better responses, students were able to:  

• correctly identify one God or Goddess from Ancient Egypt and outline their role in this period (a)
• address the significance of both royal and/or non-royal tombs in this period
• integrate examples of economic, religious and/or cultural significance of tombs for New Kingdom Egyptian society (b)
• draw a clear link between what writing and literature reveal about cultural and everyday life in this period. These responses included references to specific pieces of writing and/or literature from this period to support points (c)
• address the political organisation in this period in detail, referring specifically to a range of political positions including the vizier, religious, administrative and military elites
• use relevant terms and concepts to the period (d)
• correctly identify Source H  and draw evidence from it and other relevant historical sources (d).

Areas for students to improve include:  

• correctly identifying a God or Goddess from this period (not a pharaoh) and clearly outlining their role, not describing physical features of the God or Goddess (a)
• specifically addressing the significance of tombs and not providing a generalised response about burial practices (b)
• providing a response which looks at what writing and literature reveal about cultural and everyday life, not a response which examines the role of scribes or general aspects of Egyptian cultural life (c)
• using specific terms and examples about the political organisation of Egypt in this period, not just the role of the pharaoh, scribes or general information about social structure (d)
• referring to Source H  as an Ushabti of Neferrenpet, vizier during this period, and drawing information from the source about the role of a vizier in relation to Egypt’s political organisation, not just stating what the source is (d)
• providing a response with information and examples relevant for the period.

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

In better responses, students were able to: 

• accurately outline the role of ONE Israelite prophet (a)
• focus on addressing specific key terms such as significance in the response (b)
• use a range of examples of writing and literature to develop the response on cultural and everyday life (c)
• provide a well-developed response on political organisation, supported by the given source and other appropriate sources (d).

Areas for students to improve include:  

• avoiding providing a response on the role of several prophets instead of focusing on the role of ONE specific prophet as directed in the question (a)
• providing detail on the significance of religious High Places to move beyond a simple narrative response (b)
• using specific examples of writing and literature to draw conclusions about cultural and everyday life (c)
• integrating evidence from the given source and more than one other source (d).

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

In better responses, students were able to: 

• accurately outline the role of one Persian palace complex in this period (a)
• explain the significance of royal funerary practices in this period, for example, the royal funerary practices, tombs, role of the Magi or link to Ahura Mazda (b)
• draw a clear link between what writing and inscriptions reveal about cultural and everyday life in this period. These responses included references to specific pieces of writing and/or inscriptions from this period to support their response (c)
• provide a detailed explanation about the political organisation of this period. These responses used a range of relevant historical terms and concepts and clearly emphasised the importance of the satrap system (d)
• specifically refer to Source J, drawing evidence from this source and others to support their response (d).

Areas for students to improve include:  

• identifying a specific palace complex and outlining its role in Persian society, not just providing general statements about the role of palaces (a)
• providing more than generalised information about burial practices in Persian society or religious beliefs (b)
• addressing the question as to what writing and inscriptions reveal about cultural and everyday life and not providing a response limited outlining cultural aspects of Persian society (c)
• supporting their response by referring to Source J  and other relevant sources and drawing evidence from Source J  in relation to satrapies (d)
• explaining the political organisation of Persian society and not the role of the military or social organisation (d).

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

In better responses, students were able to:

• accurately outline rather than just identify the role of ONE significant site (a)
• focus on the significance of funerary customs, incorporating appropriate historical terms and concepts (b)
• refer to specific examples of art to explain what art reveals about cultural and everyday life (c)
• integrate the source provided (d)
• incorporate evidence from other relevant sources to support their response (d).

Areas for students to improve include: 

• reading the questions carefully to avoid explaining why a site was significant rather than outlining the role of a significant site (a)
• avoiding just describing funerary customs and not explaining their significance for Chinese society (b)
• linking art to what is known about everyday life through what it reveals (c)
• understanding the need to explicitly use the source provided, along with more than one other source (d).

Question 10 – Bronze Age: Minoan Crete

In better responses, students were able to:

• name a palace complex and include specific details about its role (a)
• explain the significance of specific religious symbols for Minoan society and use a range of relevant terms (b)
• correctly identify features of architecture and/or building techniques used in Minoan Crete, and clearly show through specific examples, what they reveal about cultural and/or everyday life (c)
• present a clear and detailed explanation of the political organisation of Minoan society (d)
• identify and integrate evidence from Source L  and other sources accurately to demonstrate a thorough understanding of the political organisation of Minoan Crete (d).

Areas for students to improve include:

• ensuring their response contains information that is specific to the question, rather than general statements or descriptions
• explaining the significance of religious symbols in Minoan Crete rather than just describing a few religious symbols (b)
• using features of architecture and/or building techniques to explain what they show about cultural and everyday life rather than simply describing the architecture and/or building techniques (c)
• focusing on political organisation rather than other aspects of life, such as, social class or religion (d)
• clearly referring to the provided source and other sources, and using them to help explain the political organisation of Minoan Crete (d)
• giving information about what can be said about political organisation in Minoan Crete rather than focusing their response on problems with the evidence (d).

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

In better responses, students were able to:

• provide an outline of the role ONE God or Goddess, rather than just identifying a god (a)
• focus on the significance of festivals using appropriate historical terms and concepts (b)
• use examples of specific art and architecture to draw revelations about cultural and everyday life (c)
• identify specific historical terms and/or concepts in outlining the Spartan political system (d)
• use the source provided and multiple other sources to support their explanation (d)
• clearly explain rather than describe the Spartan political organisation (d).

Areas for students to improve include: 

• focusing on the specific role of ONE God or Goddess rather than the role of gods in general (a)
• avoiding a description of the key features of festivals instead of their significance (b)
• avoiding a narrative response on cultural and everyday life, instead focusing on what art and architecture reveal about it (c)
• using the correct names of the elements of the Spartan political system (d)
• providing a coherent explanation (d)
• referring to multiple sources and using the supplied source to support their explanation (d).

Question 12 – Athenian society in the time of Pericles

In better responses, students were able to:

• clearly outline the role of a God or Goddess worshipped in Athens with accurate information about this role (a)
• refer to more than one Athenian festival and accurately explain their significance to Athenian society (b)
• clearly explain what art reveals about cultural and everyday life with specific examples (c)
• present a clear, detailed and accurate explanation of the political organisation of Athenian society (d)
• identify and integrate evidence from Source N  and a range of other sources, discussing what these sources demonstrate about the political organisation of 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
• explaining the significance of festivals for Athenian society rather than describing the features of festivals (b)
• specifically explaining what art reveals about cultural and everyday life rather than describing Athenian art (c)
• focusing on cultural and everyday life rather than other aspects of society, such as, the military (c)
• using the correct names of the various parts of the political structure of Athenian society and providing a coherent explanation (d)
• correctly identifying Source N  and using the source to help explain the political organisation 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:

• use a range of ancient sources, including the Punt expedition scene found in Djeser Djeseru, images depicting Hatshepsut wearing the khepresh, statues depicting Hatshepsut as a sphinx, or inscriptions from Speos Artemidos
• assess modern sources, including ‘traditional’ historians like Alan Gardiner and James Henry Breasted and ‘revisionist’ historians like Gae Callendar and Joyce Tyldesley
• assess the significance of Hatshepsut’s religious, architectural and foreign policy legacies, and how they influenced the nature of kingship in New Kingdom Egypt, including the Divine Birth motif, pharaonic connection to the cult of Amun and Thutmosid imperialism.

Areas for students to improve include:

• developing a strong understanding of the term legacy as it applies to historical personalities.

Question 14 – Egypt: Akhenaten

In better responses, students were able to:

• integrate a mix of modern sources explicitly by referring to historians, such as Redford and Gardiner as well as ancient sources such as the Amarna Letters to discuss the issues surrounding what evidence reveals about Akhenaten’s foreign policy (a)
• address what the sources show about foreign policy (a)
• integrate changing modern interpretations of Akhenaten’s foreign policy (a)
• understand that legacy is what remains after the reign
• make a reasoned assessment of the significance of the legacy (b)
• support their answer with a range of primary sources and historiography.

Areas for students to improve include:

• focusing on what the question is asking, such as what sources show about foreign policy, not just retelling everything known about Akhenaten
• using specific historical examples to highlight the legacy or lack of legacy after his reign (b)
• focusing on the significance of Akhenaten’s legacy rather than a judgement of his impact on his time (b).

Question 15 – The Near East: Sennacherib

In better responses, students were able to:

• use both ancient and modern sources in relation to Sennacherib’s foreign policy (a)
• discuss interpretations of Sennacherib’s foreign policy from different sources (b)
• provide a well-developed and reasoned assessment of the significance of Sennacherib’s legacy (b)
• support the response using evidence from relevant sources (b).

Areas for student improvement include:

• avoiding a narrative response on foreign policy
• integrating a range of sources to support the response (b)
• revising the concept of legacy (b)
• providing appropriate depth for a well-developed response.

Question 16 – The Near East: Xerxes

In better responses, students were able to:

• identify specific ancient and modern sources that refer to Xerxes’ religious policy. For example, Herodotus’ ‘The Histories’, the Daiva inscription from Persepolis and Pasargadae, Dandamaev, Stoneman and Kuhrt (a)
• provide specific examples drawn from ancient and modern sources about Xerxes’ religious policy. For example, the Babylonian and Egyptian revolts, the sacking of Athens, theories about whom the Daiva inscription is referring to and other epigraphical evidence (a)
• discuss interpretations of Xerxes’ religious policy in the relevant sources. For example, notions of religious tolerance and/or religious zealotry and whether he actively promoted Ahura Mazda worship around the empire (a)
• discuss problems of evidence, for example, Greek bias or hellenocentrism, and the lack of Persian sources
• provide a well-developed and reasoned assessment of the significance of Xerxes’ legacy both in the immediacy of his death and in succeeding generations for Persia, the Greek world and the modern world, including in popular culture (b)
• provide detailed and accurate historical knowledge in relation to the significance of Xerxes’ legacy. For example, the political and military developments of the Greek world after Xerxes’ campaign to subjugate Greece, the building projects of Xerxes and his successors (Persepolis and elsewhere), the administration and organisation of the Persian empire, the propagation of the worship of Ahura Mazda and the motives behind Alexander’s invasion and the destruction of Persepolis (b)
• integrate a wide range of sources (primary and secondary) to support the response and provide specific information from each of these sources
• consistently link their historical knowledge, evidence, and explanation (a) or assessment (b) back to the question.

Areas for student improvement include:

• avoiding the inclusion of irrelevant detail in each response, for example, narrating large parts of the Persian Wars when explaining what sources reveal about his religious policy or when assessing the significance of Xerxes’ legacy
• avoiding simply naming sources without integrating evidence from them
• avoiding loose or incorrect paraphrasing of sources, for example, Herodotus doesn’t specifically mention Ahura Mazda or the city of Persepolis in his writing
• avoiding noncritical use of modern popular culture interpretations of Xerxes, for example, Zack Snyder’s 2006 film ‘300’.

Question 17 – China: Qin Shihuangdi

In better responses, students were able to:

• identify and explain various aspects of Qin’s administration, such as political, economic and social (a)
• draw on the range of sources to detail the way in which Qin administered his empire, while addressing the limitations of these as evidence, for example, Sima Qian's 'Shiji' and Mark Edward Lewis (a)
• make a clear determination of the degree or extent to which Qin was significant in the time after his death and provide relevant examples to support the assessment (b)
• integrate a range of appropriate ancient and modern sources, as well as link these to relevant examples from Qin’s life
• demonstrate and apply specific historical knowledge about Qin to respond appropriately to questions.

Areas for students to improve include:

• understanding the separation from the early years of his life to the running of the empire (a)
• developing lines of argument to show the significance or importance of Qin’s impact on China in the years after he reigned (b)
• broadening the range of sources used to support the responses, especially the modern historians’ views
• avoiding general recounts or descriptions of the building of the mausoleum and terracotta warriors as evidence of Qin’s administration and/or legacy.

Question 18 – Greece: Pericles

In better responses, students were able to:

• understand and explicitly relate what both ancient and modern sources reveal about Pericles’ attempts to promote Athenian imperialism
• identify several ways Pericles introduced a law or made a decision which had the façade of being in the best interests of the Delian League but in fact resulted in a direct benefit to Athens to the exclusion of her allies. For example, forcefully preventing Naxos from seceding the Delian League (a)
• explain that Pericles can be attributed with leaving behind for future generations a model of a democratic institution used by many modern countries; speech writing techniques adopted by later prominent individual and art and architectural styles emulated many generations after his death. For example, Lincoln’s Gettysburg Address containing a structure that links back to that used by Pericles in his Oration speech (b)
• refer to specific ancient and modern sources (a) or a range of sources (b) to support statements or assessments made in relation to the question
• understand the term ‘legacy’ as being distinct from Pericles’ influence/achievements/impact on his time (b).

Areas for students to improve include:

• expressing an understanding of Pericles that extends beyond a limited range of his accomplishments
• ensuring all sources are specifically named and that authors have in fact written about Pericles. For example, Herodotus has no information pertaining to Pericles in his Histories
• referring explicitly to both ancient and modern sources as relevant throughout the response
• providing a clear assessment on significance (b).

Question 19 – Greece: Alexander the Great

In better responses, students were able to:

• provide a range of administrative approaches as identified by modern and ancient sources that were used by Alexander the Great to govern his empire. For example, appointments and/or punishments of satraps, the foundation of cities underpinning the spread of Hellenism, marriages (his and/or that of his men), striving to implement the policy of fusion (a)
• make an insightful assessment about Alexander the Great’s legacy (what he left behind and bequeathed to future generations) in reference to specific people, places, cultural aspects, and why these are noteworthy. For example, Alexander’s military achievements inspired generals across the ages including Julius Caesar, Pompey the Great and Napoleon, and set the standard of what it meant to be a great general (b).

Areas for students to improve include:

• ensuring information provided about Alexander the Great is devoid of irrelevant stories, such as the taming of Bucephalus or his military exploits, particularly when the questions do not warrant the inclusion of these
• supporting responses with reference to relevant sources whether ancient or modern
• clearly identifying where each question begins by labelling the start with the corresponding question part
• providing a clear assessment of the significance of the legacy of Alexander (b).

Question 20 – Rome: Tiberius Gracchus

In better responses students were able to:  

• demonstrate understanding of the varying viewpoints of his reforms and what Tiberius wanted to achieve (a)
• make a clear assessment of what his legacy meant and how significant it was using specific examples (b)
• link the idea of political violence initiated by the senate as a key legacy of Tiberius Gracchus and a way of explaining his contribution to the fall of the Republic (b)
• address the question explicitly in the introduction, as well as throughout the entire response
• integrate detailed and accurate historical information relevant to Gracchus' reforms as well as trace the evidence of Gracchus' legacy into the later Republic (b).

Areas for student to improve include: 

• making a clear assessment of Tiberius' legacy and significance (b)
• engaging with sources to support their responses and not just citing them
• providing their own reasoning and not just that of the sources
• developing a clear response with an introduction that addresses the question followed by clear paragraphs
• addressing the actual question and avoiding writing a narrative of his career.

Question 21 – Rome: Julius Caesar

In better responses students were able to:

• answer the question set by providing a well-developed and detailed explanation supported by the integration of relevant sources
• provide a logical response which is well-structured, and references to key terms and concepts accurately
• make a clear assessment of Julius's legacy both immediately after his death with regards to Octavian and in the longer term (b)
• provide a clear assessment regarding significance (b).

Areas for student to improve include:

• answering the question by providing an explanation rather than a description (a)
• integrating evidence from, rather than just referring to, a range of relevant sources
• structuring a response to develop the explanation       
• using ancient and modern sources to support their responses.

Question 22 – Rome: Agrippina the Younger

In better responses, students were able to:

• clearly explain from sources what they reveal specifically about Agrippina's role/job/duty during the lives of the emperors, such as sister, mother, or wife, securing her and Nero’s safety, shoring up the public image of the princeps (a)
• demonstrate the limitations or challenges of understanding Agrippina’s role using the sources (a)
• make clear judgements on her effect on ancient and modern times after her death, including short term legacies like the consequences of her placing Nero onto the throne of the Roman Empire, and long term legacies, such as Agrippina’s depictions in modern pop-culture and modern debates over her character and career (b)
• effectively use ancient and modern sources to demonstrate the degree of significance of Agrippina’s legacy (b)
• demonstrate detailed and accurate knowledge of the evidence beyond just one type of source, including ancient writers, archaeological sources and modern historians
• integrate specific historical terms related to Agrippina’s role and/or legacy, for example, Sebasteion Relief, Augusta, Gemma Claudia.

Areas for students to improve include:

• understanding the key terms of ‘role’ (a) and ‘legacy’ (b)
• clearly identifying the sources and relevant evidence that demonstrates role(s) Agrippina held during the period (a)
• selecting key aspects of Agrippina’s actions to demonstrate her role, not necessarily detailing every action she may have undertaken (a)
• going beyond statements of ‘she had a significant legacy’ by providing clear and explicit examples to illustrate how this is shown in the years after her death (b)
• paying careful attention to correctly referring to historians, evidence and aspects of Agrippina’s life.

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

In better responses, students were able to:

• understand the syllabus point ‘administration of the empire’ and apply this knowledge to both Syria Palestine and Nubia (b)
• provide a range of examples from different pharaohs across the period (a)
• synthesise interpretation with specific examples to support their judgement/explanation
• name key officials and their role in administering the ‘empire’ of Egypt (b).

Areas for students to improve include:

• learning examples that demonstrate knowledge beyond their personality study of Hatshepsut
• focusing on all key words in the question, for example, religious and political purposes of building (a)
• avoiding narrated events or biographies of the pharaohs.

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

In better responses, students were able to:

• provide a perceptive explanation as to how pharaohs used their building programs for both political and religious purposes in this period (a)
• include a range of building programs across the period and link them to each pharaoh’s agenda and political and religious actions (a)
• make a perceptive judgement on the extent to which the Nineteenth Dynasty pharaohs restored the Egyptian ‘empire’ (b)
• accurately focus on foreign policy actions of Nineteenth Dynasty pharaohs (b)
• provide detailed historical knowledge, sources and interpretations relevant to the question.

Areas for students to improve include:

• showing cause and effect and linking the building programs of the pharaohs to their religious and political motives (a)
• staying within the parameters of the question and avoiding a discussion of general post-Amarna reforms from the period (b)
• providing detailed specific examples, sources and historiography to support their 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:

• discuss the contributions of both Solomon and Rehoboam (a)
• demonstrate an understanding of developments during the First Temple Period (a)
• present a perceptive judgement on how both Assyria and Babylon shaped the development of both Israel and Judah (b)
• integrate evidence in support of the response.

Areas for students to improve include:

• avoiding a descriptive narrative response
• focusing on the developments of the nominated personalities rather than any developments in the period (a)
• answering all components of the question, rather than focusing just on Israel or just on Assyria (b)
• ensuring coverage of the whole period in the response (b)
• developing appropriate depth to the response
• using a variety of sources to support the response.

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

In better responses, students were able to:

• discuss the contributions of both Cyrus II and Darius I (a)
• demonstrate an understanding of internal developments of Persia under Cyrus II and Darius I (a)
• present a perceptive judgement on the extent to which the army was the key factor in the maintenance of the empire by considering this in light of alternative factors such as administration, political structures, the satrap system or religious policy (b)
• integrate evidence in support of the response.

Areas for students to improve include:

• avoiding a response that relates only to aspects of the syllabus that overlap with Xerxes or Persian Society
• answering the specific question on the army rather than just writing about Persian expansion (b)
• understanding the internal developments of Persia as distinct from developments in the Persian Empire (a)
• ensuring coverage of the whole period in the response (b)
• developing appropriate depth to the response
• using a range of sources to support the response.

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

In better responses, students were able to:

• provide a perceptive judgement regarding the significance of Confucianism in the government (a)
• present a perceptive judgement on how effectively the Han administered their empire during this period (b)
• present a well-developed, logical and coherent response of appropriate depth
• integrate evidence in support of the response.

Areas for students to improve include:

• avoiding a descriptive or narrative response
• reading the question carefully to target the specific focus of the question, such as the Han rather than the Qin (b)
• ensuring coverage of the whole period in the response (a)
• developing appropriate depth to the response
• using a variety of sources to support the response.

Question 28 – The Greek world 500–440 BC

In better responses, students were able to: 

• clearly engage with the concept of Salamis being a ‘turning point’, addressing the events leading up to Salamis and the consequences of the battle for the remainder of the Second Persian War (a)
• clearly identify the aims of the League and make a judgement about the extent to which the aims were met supported by relevant detail and evidence (b)
• provide a wide range of historical information related to the question or the period supported with historical evidence
• sustain judgement throughout the response that was relevant to the question
• communicate through structured and clear language which enabled their judgement to be effectively expressed.

Areas for students to improve include:  

• supporting responses with accurate and relevant evidence from a range of sources
• avoiding writing responses as a narrative of the events of the period and engaging with the question in a meaningful way
• using modality, that is, the degree of certainty to frame an argument when responding to a ‘to what extent’ question
• focusing on the specific question, the extent to which the Delian League achieved its aims, rather than the transformation into the Athenian Empire. While some responses were able to clearly show how Athenian Imperialism limited the success of the Delian League in the achievement of its aims, it is important to avoid solely focusing on Athenian Imperialism
• focusing on Salamis as the turning point. The use of ‘significance’ instead of ‘turning point’ tended to lead some responses towards being a ‘reasons for Greek victory’ response as opposed to a direct response to the question.

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

In better responses, students were able to:   

• provide a perceptive explanation of the reasons for the collapse of the Spartan hegemony over Greece during this period (a)
• account for the rise of Macedon by providing a perceptive explanation of the factors which contributed (b)
• show how the Spartan hegemony was undermined through its own imperialistic aggression, Persian intervention and Spartan military inflexibility (a)
• explain how the diplomatic activities and military innovations of Philip led to the rise of Macedon in this period (b)
• support their arguments with historical detail. For example, Lysander’s activities and the Spartan use of harmosts and cruelty in implementing policy (a) and Philip’s consolidation of power in Macedon with swift military action and through strategic marriage, reform of the Macedonian phalanx and introduction of the Sarissa
• effectively use relevant sources such as Thucydides (for context), Xenophon, Plutarch, Worthington, and Hammond.

Areas for students to improve include:    

• providing specific details and examples of Spartan imperialistic aggression and cruelty, Persian intervention into Greek affairs and Theban military innovation (a)
• avoiding confusion about the timeframe for Spartan hegemony (a)
• avoiding focusing only on the military achievements of Philip II (b)
• avoiding allowing the response to focus on the achievements of Philip’s son, Alexander (b)
• 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 of the degree to which Senate were responsible for the political crises of the period. Identify several relevant political crises clearly and link the actions of the Senate to those of significant individuals like Pompey, Caesar, Cato and Cicero (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)
• assess the significance of the restoration of the power of tribunes and Pompey’s extraordinary commands under the lex Gabinia and lex Manilia (a)
• provide clear judgement about how each identified crisis 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 (a)
• assess how the Senate’s role in the formation and treatment of the First Triumvirate and its failure to prevent Civil War weakened an already fragile Republic (a)
• demonstrate detailed knowledge of the career of Caesar including his military career, for example, his actions as a member of the First Triumvirate and Consul in 59BC, his subsequent Gallic campaigns and actions leading to the civil war (a)
• offer perceptive judgement of the degree to which factional tension between the optimates and populares affected the Senate’s actions
• outline the way in which the Senate again proved incapable of dealing with strong generals in the period after Caesar’s assassination, allowing the formation of the Second Triumvirate and culminating with Octavian’s victory at Actium (a)
• offer a perceptive judgement of the degree to which Caesar’s assassination marked the end of the Republic (b)
• demonstrate detailed and accurate knowledge of Caesar’s political and military actions and how they impacted the Republic, particularly his illegal legislative actions of 59BC and his wars of expansion, especially in Gaul (b)
• offer a perceptive judgement of the significance of Caesar taking the position of Dictator for life, and whether this in fact marked the end of the Republic and that even after his assassination, no restoration of the Republic was possible (b)
• support their response with detailed reference to appropriate sources.

Areas for students to improve include:  

• avoiding responses focused only on the military career of Pompey or Caesar whilst dealing only generally with the Senate which was the focus of the question (a)
• avoiding responses focused almost exclusively on the actions of the First Triumvirate (a)
• avoiding writing narrative accounts of Pompey’s career (a)
• avoiding general observations about how Caesar’s death marked the end of the Republic without providing specific historical detail as evidence to support that judgement (b)
• dealing with events beyond the death of Caesar unless a sound argument for doing so is presented.

Question 31 – The Augustan Age 44 BC–AD 14

In better responses, students were able to:

• assess the extent to which the settlements allowed Augustus to retain control of the army while maintaining harmonious relations with the senate and other elements of the Roman state (a)
• evaluate the importance of Augustus’ relationship with the army across the whole period, from his arrival in Rome after the assassination of Julius Caesar up to his own death in AD 14 (b)
• sustain the judgements made throughout the response, consistently referring to the centrality of the settlements or alternatively to other important factors that helped develop Augustus’ power and authority (a), or the vital importance of the army and the trouble Augustus took to ensure its loyalty (b)
• include extensive detail about the provisions of the settlements and their purpose, both in terms of practical administration and image management (a) or measures taken by Augustus to court favour with the army and prevent competing politicians from making any incursions on his monopoly in the military sphere (b).

Areas for students to improve include:  

• expanding on evaluative statements so that they are more than adjectives, such as to a significant, moderate, or limited extent, and demonstrate perceptive judgement informed by historical knowledge and understanding
• avoiding detailed narratives that are not part of a judgement
• avoiding itemising titles and honours without explaining their significance in granting Augustus power and authority (a)
• avoiding describing a series of military encounters without judging their larger importance in Augustus’ career and his relationship with the army (b).

Question 32 – The Julio-Claudians AD 14−69

In better responses, students were able to:

• judge Claudius’ reforms in terms of their significance to the future development of the Principate (a)
• evaluate the importance of the relationship between the army and the princeps holistically and not solely as a function of the personality of each princeps (b)
• include extensive detail on the nature of Claudius’ reforms, political, social, legal, religious and administrative, such as, his use of freedmen, changing relations with the senate, altered administrative arrangements in the provinces, imperial expansion (a)
• include extensive detail on the importance of the relationship between the army and the princeps, including safeguarding the frontier and providing a vital source of image management, being careful to distinguish between the army and the Praetorian Guard (b)
• support the discussion and judgement with well-chosen and relevant historical sources.

Areas for students to improve include:  

• avoiding turning the Claudian reforms into a narrative about Agrippina’s role in Claudius’ principate (a)
• avoiding anecdotal accounts of the reign of each princeps which do not directly relate to their relationship with the army and its importance (b)
• expanding on evaluative statements so that they are more than adjectives such as to a significant, moderate, or limited extent, and demonstrating perceptive judgement informed by historical knowledge and understanding
• sustaining judgements by integrating evaluative language throughout the response
• using paragraphs and topic sentences to shape their responses to the question.