Ancient History 2023 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:

• understand the requirements of the phrase ‘modern representation’. For example, ‘a modern representation of Pompeii can be seen in the Dr Who episode Fires of Pompeii’
• provide relevant detail about a modern representation of Pompeii. For example, ‘the dramatised contemporary film Pompeii depicts scenes of bursting flames, heavy smoke and falling rubble
• clearly describe the modern representation. For example, ‘the Lego Pompeii model at the Chau Chak Museum includes elements from before the eruption and a stylised representation of what it looks like today.’

Areas for students to improve include:

• ensuring they have a clear understanding of the phrase ‘modern representation’
• being able to provide more than just a general statement about the modern site of Pompeii or a modern representation of Pompeii
• including specific detail about the modern representation.

Question 2

In better responses, students were able to:

• refer specifically to the work of archaeologists and their findings from examining human remains. For example, the work of Estelle Lazer on the bones from Pompeii has shown that the people of Pompeii were well-nourished and healthy
• support their observations on what human remains reveal using specific examples. For example, that asphyxiation was a major cause of death, the average height of females was 154cm, or that a study of coprolites indicates they ate foods including olives, dates and fish
• provide a detailed explanation about the life and death of people from Campania based on the findings from human remains. For example, the worn-down sections on some of the bones can tell us if the person was a slave and whether their occupation involved hard physical labour.

Areas for students to improve include:

• ensuring that they are making a link between the human remains and what they reveal about the people of Campania
• referring to the archaeologists who have worked with human remains and what their findings have revealed
• being able to provide more than just a general statement about what human remains reveal about the people of Campania.

Question 3

In better responses, students were able to:

• begin with statement(s) that acknowledges the complexities involved in reconstructing the sites of Pompeii and Herculaneum and structure the response around relevant points that were directly related to the question. This required a clear understanding of the term ‘reconstruct’, which Sources A and B indicate can encompass both physical and digital forms
• demonstrate that they understand that ‘discuss’ includes points both for and against reconstruction. In addition, integrating key issues related to reconstruction such as tourism, ethical issues, historical accuracy, further damage to the sites, or the importance of non-invasive technologies
• consider points for and against reconstruction in both Sources A and B. For example, Source A suggests a non-invasive, digital approach that will not cause further damage but will take a long time to complete while the sites continue to degrade. Source B indicates that Maiuri’s reconstruction of areas of Pompeii were the work of a skilled archaeologist but are a ‘re-presentation’ based on his interpretations rather than unfiltered evidence of the site
• integrate their own sources, examples and evidence to support the response and make links to Sources A and B.  To support points for reconstruction, specific projects that use digitisation to ‘reconstruct’ Pompeii while allowing greater virtual access to the site without the need to visit were used. For example, Lund University uses 3D technology to reconstruct the House of Caecilius Iucundus virtually. Projects that use less invasive technology were relevant, such as the robotics and AI used in the RePAIR project to reconstruct small areas of Pompeii. Another relevant point is the economic importance of physical reconstructions to attract tourists to the sites. Examples to support the case against further physical reconstructions include the use of unsuitable modern materials such as concrete, steel and wood that further eroded sites during previous efforts to reconstruct the sites. Earlier archaeologists such as Spinazzola who reconstructed upper floors were also relevant.

Areas for students to improve include: 

• understanding that ‘discuss’ does not require a judgement to be made. Many students misinterpreted the question, particularly the word ‘should’, to mean that they had to choose a definitive opinion on reconstruction in their response. For example, beginning with a first-person statement such as ‘I believe that…’ which clearly supported one side about whether archaeologists should reconstruct the sites but were unable to collate enough points to prove a position.
• directly responding to the question by structuring the response around an understanding of the key concept of reconstruction. Many students shifted the focus of their response to related ideas such as conservation, preservation and excavation which are not interchangeable with the term reconstruction. For example, many students could provide examples of conservation, but they were not relevant to the question unless they could also be linked to reconstruction.
• avoiding copying or simply paraphrasing Sources A and B rather than including short phrases from these sources to support understanding of issues related to reconstruction. For example, Source B notes that parts of Herculaneum are already reconstructed, making the site Maiuri’s reconstructed representation rather than raw evidence of how structures looked before the eruption of Mount Vesuvius
• using specific examples and evidence as indicated by the question to support the ideas that could be derived from the sources. Many students suggested good points from Sources A and B but did not have other examples or evidence to support these points.

Question 4

In better responses, students were able to:

• respond to the question by explaining the nature of local political life rather than presenting a pre-prepared outline of the political structure
• integrate the given Sources C and D to support the explanation. For example, as shown in Source C political rhetoric supported by graffiti was all across the city, showing the extent of political competition
• use other relevant sources to provide evidence to support the response. For example, the fresco of a politician handing out free bread in the forum demonstrates the influence of politicians in gaining votes
• use a range of historical examples, terms and concepts appropriately to support their response. For example, no woman or slave could vote, only liberti and freeborn men could, but all could influence elections
• provide accurate details of local political life, such as the decuriones, magistrates, comitium, elections, or sponsorship of games.

Areas for students to improve include:

• linking other relevant sources to the nature of local political life
• understanding the key term explain and providing details of how and why local political life in Pompeii and Herculaneum operated. For example, Programmata, inscriptions, statues and the role of women, reveal insights into local political life, suggesting that it greatly effected everyday life
• avoiding copying large parts of the written source. It is appropriate to include short phrases from the sources and use the information from the sources to support your arguments
• communicating ideas using a range of historical terms and concepts appropriately. For example, electoral programmata, frescoes, Via dell'Abbondanza, freedmen, epigraphical, and integrating these in the response.

General feedback

Students should note that this year’s questions did not contain sources. It was evident that some students were relying on using the sources that are often provided in this section. It is important that students develop a knowledge of the sources of evidence for each society and support their points with specific written and/or archaeological sources.

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

In better responses, students were able to:  

• correctly identify aspects of empire, like expansion through conquest, trade and negotiation (a)
• clearly explain how booty, slaves, tribute and tax impacted the economy (a)
• use specific examples of tribute and tax and how they affected the economy (a)
• detail many of the Pharaoh’s roles, for example: maintenance of Maat, ‘Warrior Pharaoh’, religious leader, role in festivals and foreign negotiations (b)
• explain the roles of the Pharaohs and their importance to Egypt (b)
• provide evidence specific to this period (c)
• clearly identify specific tomb or temple drawings and their location (c)
• provide a wide range of evidence about all aspects of religion (c).

Areas for students to improve include:

• identifying aspects of Egypt’s empire and how they impacted the economy (a)
• showing how and why the Pharaoh’s role was important rather than just describing the Pharaoh’s role (b)
• being specific about evidence, not just referring to tomb/temple drawings (c)
• clearly demonstrating what the evidence shows about religion (c)
• avoiding focusing on one point such as the Pharaoh or burial practices (c).

Question 6 – New Kingdom Egypt society during the Ramesside period

In better responses, students were able to:  

• outline a number of accurate reasons for the worker’s strike (a)
• provide a range of roles the Pharaoh had to perform (b)
• explain why or how the roles were important to Egypt in (b)
• provide evidence specific to this period (c)
• clearly identify specific temple or tomb drawings and their locations (c)
• explain what the evidence reveals about religion (c)
• provide a range of evidence about all aspects of religion (c).

Areas for students to improve include:  

• providing reasons for the worker’s strike rather than just one (a)
• providing an explanation, not just a description of the Pharaoh’s roles (b)
• being specific about evidence, not just referring generally to tomb or temple drawings (c)
• clearly demonstrating what the evidence shows about religion (c)
• avoiding the focus on one point such as the Pharaoh or burial practices (c).

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

In better responses, students were able to:

• develop an outline of more than one key feature of fortified cities (a)
• explain different aspects of the role of Israelite kingship (b)
• demonstrate an understanding of different aspects of religion (c)
• use evidence appropriately to draw conclusions about religion (c).

Areas for students to improve include:

• developing an outline rather than simply identifying key features of fortified cities (a)
• moving beyond a description to develop an explanation (b)
• focusing on what the evidence reveals about religion, rather than an explanation of the religion (c)
• providing specific examples to support responses.

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

In better responses, students were able to: 

• correctly outline types of taxation and tribute and why it was important to the Persian empire (a)
• use specific evidence to support their comments (a)
• explain the main roles of the army and reasons why and/or how the army was important (b)
• support their answer with evidence about religion, both written and archaeological (b,c)
• detail the connection between the evidence itself and an explanation of what it reveals about aspects of the Persian empire (c).

Areas for students to improve include:  

• demonstrating knowledge of the different types of taxation and tribute  (a)
• providing specific evidence of tax and tribute (a) and the army’s roles (b)
• explaining why or how the army was important (b)
• providing a range of specific evidence for religion and what it reveals about the Persian empire (c).

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

In better responses, students were able to:

• focus on the importance of technology (a)
• present an explanation of different aspects of the role of the emperor (b)
• demonstrate an understanding of different aspects of religion (c)
• use evidence appropriately to draw conclusions about religion (c).

Areas for students to improve include:

• focusing on the importance of technology rather than describing technology in the period (a)
• moving beyond a description to develop an explanation of the role of the emperor (b)
• focusing on what the evidence reveals about religion, rather than an explanation of the religion (c)
• providing specific examples to develop responses.

Question 10 – Bronze Age: Minoan Crete

In better responses, students were able to:

• clearly address the importance of trade for Minoan Crete (a)
• provide a response which includes the importance of trade and specific examples of items imported and exported between Crete and places in the Aegean and Mediterranean (a)
• explain the different aspects of Minoan social structure and use specific terms, such as palace elite to support their response (b)
• examine a range of specific examples of evidence for religion in Minoan Crete (c).

Areas for students to improve include:

• ensuring their response addresses trade and that a clear judgement is made about its importance (a)
• focusing on including accurate and detailed information to support their response (a)
• clearly explaining the structure of Minoan society, not just the ruler and subsequent debate or role of priests and priestesses (b)
• clearly examining what the evidence reveals about Minoan religion by identifying specific examples and drawing clear conclusions (c).

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

In better responses, students were able to:

• provide an outline of land ownership beyond just male Spartiates (a)
• develop an explanation on the varied role of the kings (b)
• clearly connect a range of evidence in the form of written and archaeological sources, relevant to religion in Sparta (c)
• explain the connection between evidence and what it reveals about religion in Sparta in a logical and coherent manner (c)
• use historical terms and concepts, such as festivals and gods, to reveal information about religion in Sparta (c).

Areas for students to improve include: 

• focusing on land ownership rather than land management (a)
• explaining more than one aspect of Spartan kingship (b)
• avoiding general statements
• explaining the links to what the evidence reveals
• moving beyond a description of the events at festivals and the gods worshiped in Sparta (c).  

Question 12 – Athenian society in the time of Pericles

In better responses, students were able to:

• clearly address the importance of both trade and tribute to Athenian society in this period (a)
• provide an outline which highlights what items were imported and exported and with who they traded (a)
• explore the importance and role of tribute in this period (a)
• effectively identify, explain and draw clear distinctions between the role of both slaves and metics accurately (b)
• clearly address what the evidence reveals about religion in Athenian society and effectively use evidence to support their conclusions (c)
• provide a detailed and logical response demonstrating understanding of the topic (c).

Areas for student to improve include:

• ensuring their response addresses both trade and tribute (a)
• ensuring they make a clear judgement about importance which is supported by accurate information (a)
• clearly explaining the different roles of both slaves and metics in Athenian society (b)
• avoiding general statements about the topic
• ensuring they understand what the question directive is asking them to do and addressing both components of the question; accordingly, trade and tribute (a), slaves and metics (b)
• clearly examining what the evidence reveals about Athenian religion in this period (c).

Question 13 – Egypt: Hatshepsut

In better responses, students were able to:

• support their explanations with a range of ancient and modern sources of evidence
• make relevant connections to the content of the question.

Areas for students to improve include:

• communicating ideas coherently in a thematic or chronological structure
• supporting their responses with a range of relevant examples to demonstrate depth of understanding.

Question 14 – Egypt: Akhenaten

In better responses, students were able to:

• identify ONE ancient source and reference its value (a)
• explain the political and religious motives that influenced the development of Akhenaten’s building policy (b)
• demonstrate a judgement of Akhenaten’s reputation, using both written interpretations and archaeological sources
• draw from a mix of archaeological and modern sources in both (b,c).

Areas for students to improve include:

• addressing the key word such as to what extent (c) or explain (b) rather than just offering narrative description
• ensuring that judgements are supported explicitly by sources
• avoiding a narrative description of Akhenaten’s building programs.

Question 16 – The Near East: Xerxes

In better responses, students were able to:

• provide an accurate understanding of the value of ONE ancient source, including values and limitations (a)
• present an explanation of multiple relationships Xerxes had with specific prominent figures, both Persian and non-Persian (b)
• refer to more than one Persian elite and non-Persian elite using correct names (b)
• make a clear determination of the degree or extent to which Xerxes deserved his reputation and provides relevant examples to support the assessment (c)
• demonstrate and apply specific historical knowledge about Xerxes to respond appropriately to questions
• provide sufficient evidence or examples to support their argument
• integrate a range of appropriate ancient and modern sources, as well as link these to relevant examples from Xerxes’ life.

Areas for student improvement include:

• avoiding a discussion of many sources or types of sources instead of focusing on ONE with sufficient depth (a)
• ensuring their response is explaining the relationships Xerxes had with prominent figures rather than providing general statements or descriptions (b)
• avoiding a narrative response of Xerxes reputation (c)
• integrating evidence from multiple sources to support their response
• using evaluative language, historical terms and concepts.

Question 17 – China: Qin Shihuangdi

In better responses, students were able to:

• include a range of sources and relevant quotes to support the response, such as Sima Qian, Eno and Bodde
• use a wide range of historical terms relevant to Qin
• name ONE source or type of source, such as Sima Qian or the Terracotta Warriors and provide two to three aspects of the value or usefulness of the source confidently (a)
• provide specific details on the ways Qin rose to prominence before becoming the emperor and clearly attribute his rise to his background, warfare tactics and the role of Lu Buwei (b)
• identify the reputation that Qin has been credited with and provide justifications for this view of him using explicit and detailed examples (c).

Areas for students to improve include:

• using explicit sources and examples to support the responses, such as extracts by Sima Qian or Li Si
• providing a clear understanding of Qin’s rise in prominence and achievement (b)
• avoiding a recount of all of Qin’s life, achievements and legacy (c)
• making a clear assessment or judgement of Qin’s reputation as being deserved for several reasons such as the bias of the historian or the lack evidence to support an alternative view (c).

Question 18 – Greece: Pericles

In better responses, students were able to:

• identify ONE ancient source or type of source and the information historians can extract from these. This may include the weaknesses they may possess when attempting to examine the intent, actions and/ or legacy of Pericles (a)
• explain the type of relationship Pericles had with several different prominent individuals and use evidence to support this explanation (b)
• show how much Pericles deserved to be remembered for his actions, for example, as a strategos, as a politician and for his building programme (c).

Areas for students to improve include:

• ensuring the focus of the answer addresses the question concerning the value of ONE source or type of source chosen (a)
• using relevant sources to support the type of relationship Pericles had with each prominent individual selected. For example, Herodotus does not provide any information about Pericles in his Histories (b)
• focusing the response on Pericles’ reputation rather than simply describing his various achievements or providing a prepared answer on Pericles’ legacy (c).

Question 19 – Greece: Alexander the Great

In better responses, students were able to:

• accurately identify ONE ancient source or type of source and describe how historians can use this source when studying Alexander the Great (a)
• focus on the way specific courses of action helped Alexander the Great achieve a significant goal such as becoming Macedonian King, Hegemon and Strategos Autokratos and/or Great King of Kings (b)
• use a variety of sources to support the explanation (b) or judgement (c) being made
• consistently link the explanation (b) or judgement (c) to the question.

Areas for students to improve include:

• demonstrating knowledge about the specific surviving ancient written or archaeological evidence sources, for example, Arrian, Plutarch, Rufus, Diodorus Siculus, Alexander Mosaic, Alexander Sarcophagus
• demonstrating an understanding of the different insights and/or limitations sources present (a)
• explaining how a particular action allowed Alexander to achieve prominence instead of providing a recount of stories found in the sources such as the taming of Bucephalus or cutting the Gordian Knot (b)
• moving beyond what different sources say about whether Alexander the Great deserves his reputation and instead making a judgement on how much Alexander the Great deserves his reputation as a great general, administrator, or statesman and supporting this position with evidence (c).

Question 20 – Rome: Tiberius Gracchus

In better responses students were able to:  

• demonstrate an informed understanding of the value of ONE ancient source, for example Plutarch’s biography of Tiberius Gracchus or a type of source, for example, ancient literature (a)
• communicate ideas and information about the value of a source or type of source using appropriate concepts and terms specific to, and relevant to, the historical personality of Tiberius Gracchus (a)
• provide a well-developed explanation of Tiberius Gracchus’ rise to prominence by referring to specific aspects of his life and career such as his family background, education and his election as a tribune of the people (b)
• make a well-developed assessment of the reputation of Tiberius Gracchus using specific examples, for example, as a reformer, troublemaker, demagogue, or populist (c)
• use evidence from a range of sources, ancient and/or modern, to support an explanation about how Tiberius Gracchus rose to prominence (b) and an assessment of Tiberius’ reputation and whether he was deserving of it (c).

Areas for student to improve include: 

• knowing ONE specific source or type of source that is valuable for the study of Tiberius Gracchus’ historical personality as well as its limitations (a)
• presenting a well-developed explanation about how Tiberius Gracchus rose to prominence (b)
• providing a well-developed assessment of the extent to which Tiberius Gracchus deserves his reputation (c)
• engaging with sources, ancient and/or modern, to support their responses rather than just listing them
• avoiding a narrative about Tiberius Gracchus’ life and career (b,c).

Question 21 – Rome: Julius Caesar

In better responses students were able to:

• demonstrate an informed understanding of the value of at least ONE ancient source (a)
• communicate ideas and information about the value of a source or type of source using appropriate concepts and terms specific to, and relevant to, Julius Caesar (a)
• provide a well-developed explanation about how Julius Caesar rose to prominence by referring to aspects of his life such as his family background, education, religious roles, political and/or military career (b)
• make a well-developed assessment of the reputation of Julius Caesar using specific examples such as a brilliant general/ tactician, statesman, populist politician, reformer, or tyrant (c)
• use evidence from a range of sources, ancient and/or modern, to support their explanation (b) and their assessment of Julius Caesar (c).

Areas for student to improve include:

• knowing a specific source or type of source that is valuable for the study of Julius Caesar’s historical personality as well as its limitations (a)
• presenting a well-developed explanation of Julius Caesar’s rise to prominence (b)
• presenting a well-developed assessment of the extent to which Julius Caesar deserves his reputation (c)
• engaging with sources, ancient and/or modern, to support their responses rather than just citing them
• avoiding a narrative about Julius Caesar’s life and career (b,c).

Question 22 – Rome: Agrippina the Younger

In better responses, students were able to:

• express ONE source or source type, as well as providing reasons why the source or type was valuable. Many responses could also present a limitation (a)
• provide details on  ways in which Agrippina rose to power, such as using her lineage, role of her marriages and ability to manipulate others (b)
• state whether Agrippina’s reputation was deserved and what this reputation was determined to be, for example, manipulative, cunning, wicked stepmother (c)
• support the assessment consistently through reasons such as issues with the writer’s perspective or Agrippina’s own actions (c)
• demonstrate confident use of a range of sources, both written and archaeological to support each response
• use appropriate historical terms and names across all the parts of the question, including Augusta, cornucopia, Vestal Virgin.

Areas for students to improve include:

• clearly indicating which part of the question is being answered
• providing quotes from sources or paraphrasing accurately, understanding the difference between a source and type of source (a)
• distinguishing between prominence and power and when Agrippina is in a position of prominence and no longer rising to that position (b)
• extending beyond the reputation as seductress and providing other traits and qualities that could characterise her reputation (c).

General feedback

Students should note that this year’s questions contained quotations from historical works. These are referred to in each question and in the marking guidelines as ‘interpretations’. The marking guidelines distinguish between using the interpretation that is printed in each question and using other historical sources.

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

In better responses, students were able to:

• include a range of relevant examples, archaeological and written, to make a judgement on Thutmose III and/or other pharaohs (a)
• develop a consistently sustained judgement avoiding narration and biography (a). demonstrate the varied nature of imperialism beyond pharaoh’s military action (b)
• understand that Egyptian imperialism was different in Nubia and Syria-Palaestina (b)
• deconstruct the meaning of the interpretation provided and use it to support their judgement (a,b).

Areas for students to improve include:

• avoiding narratives and biographies of Pharaohs
• ensuring the response covers information from the whole period.

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

In better responses, students were able to:

• provide a judgement on which pharaoh was more significant to the development of the Nineteenth Dynasty, either through a direct comparison between pharaohs or focusing on one pharaoh in detail (a)
• make a judgement on the significance of queens to the development of Egypt in this period (b)
• examine a range of actions of pharaohs/queens and show cause and effect between these actions and their significance to the development of the period/Nineteenth Dynasty
• understand the interpretation provided in the question and use it to form their argument for the response.

Areas for students to improve include:

• ensuring coverage of queens from the whole period, not just focusing on Nefertiti (b)
• linking the actions of pharaohs or queens to their impact on the development of either the period or the Nineteenth Dynasty
• providing specific examples and sources as well as including the interpretation in the response to support the main points of the response
• avoiding a narrative of pharaohs, queens and/or events in the period.

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

In better responses, students were able to:

• focus on the extent to which Persia was responsible for its own defeat (a)
• focus on the extent to which the Macedonian invasion was successful because of the ‘decline’ of the Persian empire (b)
• integrate the given interpretation as supporting evidence.

.Areas for students to improve include:

• using the interpretation as supporting evidence rather than describing the information it provides
• avoiding an explanation of Persia’s involvement in the Persian Wars, instead focusing on how much Persia was responsible for its own defeat (a)
• developing familiarity with the syllabus to understand what is meant by the ‘decline’ of the Persian empire, rather than recounting an overview from Cyrus II through to Darius III (b)
• adding depth to the response using a broad range of examples.

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

In better responses, students were able to:

• understand the interpretation and use this to direct their response
• demonstrate an understanding and make judgement on the role of Li Si (a)
• providing relevant information on both the expanding and maintaining of the Han empire (b).

Areas for students to improve include:

• avoiding biographies of key individuals
• avoiding a narrative of events
• avoiding copying the whole interpretation into the introduction of their response.

Question 28 – The Greek world 500–440 BC

In better responses, students were able to: 

• develop a sustained response that clearly addresses a broad range of concepts, namely cause and effect and significance relating to both questions. This includes  Persian Imperialism and other key reasons for the causes of the Persian Wars (a) or the specific roles of Cimon and Aristides to the development of Athens and the Empire (b)
• provide a clear understanding of the core content of the topic and how it related to the key ideas within the question
• provide a clear judgement and evaluation of a range of factors in support of the question
• use and interact with the supplied interpretation, determining its relevance to the response
• provide a sustained argument with a clear line of argument and relevant content and evidence.

Areas for students to improve include:  

• integrating the provided interpretation throughout the response
• using key concepts from the interpretation as a basis for a response
• providing a judgement supported with specific content and/or evidence
• providing more than just a narrative of events from the period
• using relevant content. Many responses merely referred to the Ionian Revolt (a) or the creation of the Delian League (b), without providing related content or demonstrating cause and effect.

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

In better responses, students were able to:   

• engage with the interpretation and use relevant information from a range of sources
• detail the military reforms of Philip, as well as referring to other factors like diplomacy and generalship (b).

Areas for students to improve include:    

• engaging effectively with the interpretation
• avoiding general statements
• using relevant evidence from a range of sources.

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

In better responses, students were able to:

• establish clear arguments about what 'political developments' (a) or 'military activities’ (b) impacted 'developments' in late Republic
• assess the impact of the military careers of Caesar and Pompey on factors leading to the Fall of the Republic and acknowledge the positive gains in wealth and security associated with these activities (b)
• apply comprehensive and well-selected knowledge of Pompey and Caesar's military campaigns to highlight key developments in the late Republic (b)
• engage and integrate the interpretations provided by both Shotter and Tempest
• use several ancient and modern sources accurately to support their arguments
• use a variety of key themes and ideas from sources to sustain their judgement.

Areas for students to improve include:   

• avoiding a narrative discussion of the events, especially the first triumvirate
• focusing their knowledge on the key words in the question
• writing with clarity and having a relevant, logical line of argument.

Question 31 – The Augustan Age 44 BC–AD 14

In better responses, students were able to:

• assess the importance of titles that were awarded to Augustus, and explain how these either indicated the extent of his authority or served to mask it (a)
• distinguish between titles that are expressions of potestas, such as imperium proconsulare maius, and those that are indicative of auctoritas, such as pater patriae (a)
• identify and explain some of the ways Augustus presented himself and his purpose in doing so, for example, various pieces of statuary, numismatic evidence, literary portrayals (a)
• evaluate the way Augustus dealt with challenges after the Battle of Actium, when he was in command of the state (b)
• identify the nature and significance of the challenges Augustus faced, whether direct challenges to his position from opponents, or problems that needed to be solved to ensure the principate would function. For example, protecting the frontier, rationalising the size of the army, normalising his position, finding a successor (b)
• sustain the judgements made throughout the response, consistently referring to the importance of titles, honours, and images to the evolving institution called the principate (a), or the way in which Augustus was able to improvise and evolve policy to meet the needs of the situation in which he found himself (b)
• interact with the modern interpretation and its key idea(s) rather than simply reproducing it or seizing on words in isolation
• support the discussion and judgement with well-chosen and relevant historical sources.

Areas for students to improve include:  

• expanding on evaluative statements so that they are more than adjectives 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 for ‘Augustus&#39’; principate (a)
• avoiding the description of military encounters or other challenges faced by Octavian in the triumviral period (b)
• sustaining judgements by integrating evaluative language throughout the response
• using paragraphs and topic sentences to shape their responses to the question.

Question 32 – The Julio-Claudians AD 14−69

In better responses, students were able to:

• judge Gaius’ success or failure as princeps by identifying and explaining what made a successful ruler of Rome, and to what extent Gaius embodied these attributes and possessed the necessary skills (a)
• evaluate the importance of the expansion and consolidation of the empire, differentiating between these terms if necessary, for the princeps holistically and not solely as a function of the personality of each princeps (b)
• account for the hostility of the ancient sources towards Gaius and the difference in the modern interpretation provided (a)
• include detail on the nature of imperial conquest and administration in the Julio-Claudian period (b)
• support the discussion and judgement with well-chosen and relevant historical sources and with meaningful interaction with the modern interpretation provided (a,b).

Areas for students to improve include:  

• avoiding simply retelling the lurid tales of Gaius’ depravity from the pages of Suetonius (a)
• avoiding anecdotal accounts of the reign of each princeps which do not directly relate to their approach towards the expansion and consolidation of the imperial possessions (b)
• 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. Sustaining the judgements by integrating evaluative language throughout the response
• understanding the ideas embodied in the interpretation and not simply using key phrases across the response
• using paragraphs and topic sentences to shape their responses to the question.