Ancient History 2024 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:

• accurately name a specific archaeologist who worked in Pompeii, for example, Giuseppe Fiorelli; Amadeo Maiuri; Wilhelmina Jashemski
• accurately outline the techniques or approaches this archaeologist used. For example, students could have mentioned that Fiorelli used a top-down stratigraphic approach, systematically organised of Pompeii into regiones and insulae and/orpioneered the plaster cast method
• explicitly make a link between the archaeologist’s techniques/approaches and their contribution. For example, ‘Fiorelli’s organisation allowed for more systematic excavation and recording of the site.’ 

Areas for students to improve include:

• reading the question carefully to understand that they are required to include three elements in the response: (i) a relevant archaeologist; (i) examples of what the archaeologist did in Pompeii; (iii) link the examples to the archaeologist’s contribution
• being able to name a specific archaeologist who has contributed to an understanding of Pompeii or Herculaneum. Some students used the historian Mary Beard, who is quoted in Source C, as an example of an ‘archaeologist’ but could only mention general points such as ‘showing the public many artefacts’ rather than archaeological practices (as Beard is an historian more than an archaeologist and does not work on specific projects)
• being able to recall specific content points of relevance to support their response. Some students made very general points that could apply to any archaeologist on any site (for example, excavated, uncovered artefacts, helped us to understand the society).

Question 2

In better responses, students were able to:

• directly respond to the question with an explanation about what archaeological evidence reveals about food and dining. This allows students to then provide evidence to support the explanation proposed throughout the response
• address both food and dining in the response as the question asked for consideration of both
• incorporate relevant evidence from Source A to support the explanation provided. For example, Source A could be used to show reveal the foods that were sold at food stalls which were heavily patronised by the local population. As a food stall, Source A could also be linked to dining as patrons often ate at food stalls
• incorporate their own knowledge by integrating other sources, examples and evidence to support the response. Further evidence of food includes carbonised loaves of bread and olives, mosaics and wall paintings of local produce and the evidence of bakeries, thermopolia and the fishing industry. Further evidence of dining could include eating out thermopolia and tabernae or dining at home in triclinia
• provide further information to make broader points. For example, the evidence about food tells us about agriculture and the nature of the economy; the evidence about dining shows a difference in social status as only the wealthy had the resources and space to dine in luxury at home in triclinia whereas most of the population relied on buying much of their meals from shops due to not having access to kitchens.

Areas for students to improve include:

• reading the question carefully to include all the required elements. Students needed to demonstrate that they understood the meaning of the verb ‘explain’ by connecting ‘archaeological evidence’ to ‘food and dining’ as well as mentioning Source A and their own knowledge to provide an explanation
• extracting relevant points from Source A to support the response rather than listing each product in the price list and its cost
• providing knowledge of other specific sources and evidence to support the response rather than providing additional examples of food without including examples of dining as required by the question
• avoiding generalised statements such as ‘people then ate food just as we do’ or ‘food was very important for people to stay alive.’

Question 3

In better responses, students were able to:

• begin with a clear judgement as to which culture had more influence in Pompeii and Herculaneum (Greek or Egyptian). For example, ‘Whilst there is evidence of both Greek and Egyptian influence in Pompeii and Herculaneum, Greek culture ultimately had more influence as evidenced in religious practice, art and architecture’
• structure a sustained response around supporting their initial judgement integrating a range of relevant source material. Examples could include the Alexander Mosaic in the House of the Faun, the Dionysus fresco in the Villa of the Mysteries as examples of Greek influence or the Temple of Isis, the garden in the praedia of Julia Felix as examples of Egyptian influence
• engage with evidence from both Sources B and C to support their judgement. For example, using Mary Beard’s observation about the statue of Isis ‘adopting a Greek style of sculpture’ to acknowledge that whilst there was an Egyptian influence in Pompeii and Herculaneum, the most prominent influence was Greek
• show an understanding of the extent to which each culture influenced Pompeii and Herculaneum through addressing a range of areas where Greek and/or Egyptian influence could be seen, including architecture, religion, art and design. 

Areas for students to improve include:

• incorporating evidence from other source material to support their judgement. Examples of how Greece influenced architecture could include Greek style columns used in the Basilica or Palaestra, peristyle in the House of the Faun or the Temple of Apollo 
• demonstrating knowledge of specific sites and examples. Many examples used to support judgements were generic 'Greek influence is seen through temples and buildings' instead of referring to specific examples in Pompeii and Herculaneum of where Greek or Egyptian influence can be seen
• using evidence from Sources B and C to support their judgement, rather than describing what the source presents (Source B) or paraphrasing from the source (Source C).

Question 4

In better responses, students were able to:

• address the question directly by linking public buildings to what they reveal about society in Pompeii and Herculaneum. For example, 'By studying public buildings such as the Basilica ... historians understand the political process ...'
• integrate the given Sources D and E to support the explanation, for example, 'The Macellum evident in the Forum (Source D) helps historians understand food in public spaces' and ‘As detailed in Source E … the absence of “temples” limits our understanding of Herculaneum’s public buildings …' and '… funding public buildings, "built at his own expense by the duumvir Marcus Spurius" (Source E), shows the nature of local pollical life …'
• use other relevant sources to provide evidence to support the response. For example, 'Evidence of the mensa ponderarium found in the forum … allows historians to better understand the practises of buying produce ...' and 'the amphitheatre reveals that blood sports were an essential part of Pompeiian life'
• use a range of examples and historical terms and concepts to support their response. For example, Palestra, Odeon and Basilica, Temple of the Capitoline Triad.

 Areas for students to improve include:

• including ‘other relevant sources’ to show how these help historians understand society in Pompeii and Herculaneum. For example, 'the Macellum aids historians in their understanding of society as it displays the way people contributed to the economy'
• avoiding copying out large parts of the written source. It is appropriate to include short phrases from the sources and use the information from the sources to answer the question. For example, 'our evidence [from Herculaneum] is certainly incomplete'
• communicating ideas using a range of relevant terms such as Basilica, amphitheatre, palaestrae and explaining how these buildings help historians understand the society in Pompeii and Herculaneum. For example, 'The amphitheatre hosted gladiator games and could hold over 10000 spectators, showing this was a popular leisure activity.'

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 when the question asks for this.

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

In better responses, students were able to:  

• provide a clear outline of the role of royal women in this society (a)
• clearly explain how the Nile contributed to the Egyptian economy (b)
• identify myths and legends and explain the importance of these for Egyptian religious beliefs (c)
• use appropriate terms and concepts (b,c,d)
• refer to a range of art from this period and draw conclusions about what it reveals about New Kingdom Egypt (d).

Areas for students to improve include:

• referring specifically to the role of royal women in this society, not women in general (a)
• providing a response which does not just describe the inundation but explains how the Nile contributed to various aspects of the Egyptian economy (b)
• accurately identifying Egyptian myths and legends, for example, the Creation myth and Osiris myth, and drawing clear links to their importance for Egyptian religious beliefs (c)
• understanding the range of art available during this period and what it can reveal about New Kingdom Egypt (d).

Question 6 – New Kingdom Egypt society during the Ramesside period

In better responses, students were able to:  

• provide a clear outline of the various aspects of the role of the army during this period using relevant information from the Ramesside period (a)
• identify specific types of technology from this society and how they contributed to the Egyptian economy in this period (b)
• provide a clear explanation of funerary customs in this period (c)
• use appropriate terms and concepts (b,c,d)
• refer to a range of art from this period and draw conclusions about what it reveals about New Kingdom Egypt during the Ramesside period (d).

Areas for students to improve include:  

• accurately identifying funerary customs and their significance, not just addressing aspects of religion in this period (c)
• understanding the range of art available during this period and what it can reveal about numerous aspects of society in the Ramesside period, not other periods in Egyptian history (d).

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

In better responses, students were able to:

• provide an outline rather than just identify or list natural features (a)
• explain different ways trade contributed to the economy (b)
• use appropriate historical terms and concepts (b,c,d)
• focus on the importance of conflicting religious beliefs rather than describing different religious beliefs (c)
• use a range of evidence to draw conclusions about social structure (d).

Areas for students to improve include:

• providing appropriate depth in responses, guided by the mark value of each part of the question
• demonstrating an understanding of what constitutes a natural feature (a)
• focusing on the specific wording of the question(s) to explain rather than describe (b) and (c)
• demonstrating an understanding that social structure is different to political structure (d)
• incorporating more specific historical terms and concepts.

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

In better responses, students were able to: 

• provide a clear outline of different leisure activities in this period (a)
• clearly identify types of technology and how they contributed to Persian society in this period (b)
• identify and explain the purpose of art during this period (c)
• use appropriate terms and concepts (b,c,d)
• refer to a range of evidence and what it reveals about the relationship between Persia and the people within its empire (d).

Areas for students to improve include:  

• focusing on providing detailed information specific to each question part (a,b,d)
• demonstrating an understanding of all components of what a question is asking, for example, looking at the purpose of art, not listing examples of art found in Persia during this period (c)
• referring to a range of evidence and focusing on what the evidence reveals about the relationship between Persia and the peoples within its empire rather than just providing a description of the role of satrapies (d).

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

In better responses, students were able to:

• provide an outline of rather than just identify or list natural features (a)
• demonstrate an accurate understanding of the mandate of heaven and explain different ways it shaped politics (b)
• use appropriate historical terms and concepts (b,c,d)
• explain both the role and status of women across society (c)
• use a range of evidence to draw conclusions about the economy specific to this period (d).

Areas for students to improve include:

• providing appropriate depth in responses, guided by the mark value of each part of the question
• demonstrating an understanding of what constitutes a natural feature (a)
• focusing on the specific wording of the question to explain rather than describe (b,c)
• focusing on using evidence as the basis from which conclusions about the economy are drawn (d)
• incorporating specific historical terms and concepts.

Question 10 – Bronze Age: Minoan Crete

In better responses, students were able to:

• provide an outline which includes specific examples of the natural features of Minoan Crete (a)
• explain the different ways in which towns contributed to society (b)
• identify myths and legends related to Minoan Crete and explain their importance to relevant aspects of society (c)
• refer to a range of specific examples of art from Minoan Crete and draw conclusions about society from these examples (d).

Areas for students to improve include:

• ensuring their response addresses natural features rather than geographical location or features of society (a)
• focusing on including details that are specific to Minoan Crete (a)
• clearly explaining the role(s) of specific sites rather than making general statements about towns across Minoan Crete (b)
• providing an explanation of the importance of myths and legends for Minoan society that goes beyond a statement that they were important (c)
• using specific details from identified artworks rather than making general statements about what aspect of society they reveal (d).

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

In better responses, students were able to:

• provide an outline rather than just identify or list natural features (a)
• explain more than one Greek writer’s view of Spartan society (b)
• use appropriate historical terms and concepts (b,c,d)
• focus on the importance of myths and legends rather than describing them (c)
• clearly connect a range of relevant written and archaeological evidence to provide a detailed and informed explanation of the Spartan social structure (d)
• use historical terms and concepts, such as spartiate, perioikoi and helots to demonstrate understanding of the Spartan social structure (d).

Areas for students to improve include: 

• providing appropriate depth in responses, guided by the mark value of each part of the question
• understanding what constitutes a natural feature (a)
• referring to specific Greek writers and their views (b)
• focusing on the specific wording of the question(s) to explain rather than describe (b,c)
• providing an explanation of the importance of more than one myth or legend to society (c)
• using relevant information that connects to the unique Spartan social structure (d)
• integrating/using sources in the response rather than just referring to writers in a generic way (d)
• incorporating specific historical terms and concepts.

Question 12 – Athenian society in the time of Pericles

In better responses, students were able to:

• provide an outline which shows knowledge of the natural features of Athens (a)
• accurately explain the contribution of the Agora to a number of aspects of Athenian society (b)
• effectively identify and explain the importance of relevant myths and legends to Athenian society (c)
• clearly address what the evidence reveals about Athenian social structure and effectively use a range of sources to support conclusions (d)
• provide an accurate and logical response using key terms such as pentakosiomedimnoi, hippeis, zeugitai and thetes to demonstrate understanding of the topic (d).

Areas for students to improve include:

• ensuring their response addresses natural features rather than describing built structures (a)
• providing accurate information about the Agora and identifying more than one way in which it contributed to Athenian society (b)
• providing an explanation of the importance of myths and legends for Athenian society that goes beyond a statement that they were important (c)
• focusing on myths and legends rather than general aspects of religion (c)
• using specific sources to explain Athenian social structure rather than describing social classes and naming a text which mentions them (d)
• providing accurate and relevant details about the different groups in Athenian society (d).  

General feedback

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

In better responses, students addressed the aspects raised by the quote to provide an informed explanation as to how these helped to shape the personality.

Using sources to support the assessment being made in the Part (b) question required an integration of evidence which goes beyond quoting or naming sources. In better responses, students using literary sources were able to show how the scholar’s analysis was significant to their assessment. Students are reminded to use the sources provided, in addition to other sources, when responding to questions. It is important that students clearly identify the question they are addressing by indicating Parts (a) or (b) at the start of their response.

Question 13 – Egypt: Hatshepsut

In better responses, students were able to:

• provide an informed explanation of Hatshepsut’s context, for example, aftermath of Hyksos expulsion, wars of expansion, family background (a)
• include specific details of Hatshepsut’s context that shaped the pharaoh that she became, for example, restoration of temples destroyed by the Hyksos or reopening trade to Punt (a)
• use several aspects of the given interpretation (a)
• make informed, well-developed and reasoned judgements about the extent of Hatshepsut’s success (b)
• sustain judgements throughout the response (b)
• consistently link the explanation (a) or judgement (b) to the question
• support explanations with a range of relevant ancient and modern sources of evidence
• include a wide range of relevant historical terms and concepts in the response.

Areas for students to improve include:

• effectively engaging with and using the given interpretation (a)
• making informed judgements (b)
• providing sufficiently detailed and accurate information
• communicating ideas coherently
• 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:

• make explicit the link between ‘cause and effect’ through explaining how Akhenaten’s early life or elements of his rule influenced his decision making or actions (a)
• make a judgement on the success of Akhenaten, through detailed knowledge and understanding of his rule, supported with specific evidence, for example, the failure of Akhenaten’s reforms due to the presence of traditional amulets found at Akhetaten (b)
• engage with the interpretation provided and use evidence from other relevant sources, for example, linking Akhenaten’s context at Malkata Palace, using a wine docket and linking that to his exposure to Amenhotep III’s links with Aten (a)
• integrate evidence from a wide range of relevant sources in support of their response, drawing from both archaeological and written sources (b)
• provide a well-developed response drawing from multiple aspects of Akhenaten’s early-life (a) or rule (b) to support their explanation or justify their judgement (b).

Areas for students to improve include:

• supporting their responses with specific sources relevant to the question, rather than a general reference to ‘temples’ or ‘reliefs’
• avoiding descriptive narrative, and instead focusing on the key word(s), explain (a) or to what extent (b) to address the question effectively
• providing well-developed responses which draw from multiple aspects of either Akhenaten’s context (a) or Akhenaten’s rule (b), rather than a narrow focus on elements such as Akhenaten’s religious reforms only.

Question 16 – The Near East: Sennacherib

In better responses, students were able to:

• engage meaningfully with the Eckhart Frahm interpretation by addressing key phrases such as ‘felt a strong need to distance himself from his fallen father’ and ‘sought revenge’ (a)
• explain multiple ways Sennacherib was shaped by his context, such as by his lineage, family, education and political instability (a)
• evaluate different aspects of Sennacherib’s success (b)
• demonstrate sophisticated understanding of ‘success’ in the context of Assyria (b)
• support the assessment consistently through a range of sources
• use appropriate historical terms and concepts throughout the response.

Areas for students to improve include:

• engaging with the given interpretation rather than just quoting or paraphrasing it (a)
• distinguishing between factors that shaped Sennacherib and his later actions or achievements (a)
• providing a balanced assessment of success rather than focusing solely on either achievements or failures (b)
• providing a range of examples to demonstrate depth of historical knowledge
• supporting arguments with specific evidence rather than general statements.

Question 16 – The Near East: Xerxes

In better responses, students were able to:

• provide a multifaceted and detailed explanation of how Xerxes' actions, beliefs, and decisions were influenced by the specific cultural, political, and social factors of his time, clearly demonstrating an understanding of these factors and how they impacted Xerxes as a leader (a)
• engage with the interpretation provided and use evidence from a wide range of sources to support their response (a)
• express their ideas effectively, linking Xerxes' actions to his inherited context and his response to challenges (a)
• develop a clear thesis statement that outlined the main argument, including key concepts like kingship, perspective, and contestability (b)
• present a balanced, detailed and well-developed judgment that addressed both Xerxes’ accomplishments and his limitations (b)
• make a clear determination of the degree or extent to which Xerxes was successful (b)
• apply specific historical knowledge about Xerxes to respond appropriately to questions
• integrate a wide range of appropriate sources and link these to relevant examples from Xerxes’ successes
• communicate ideas coherently using appropriate historical terms and concepts.

Areas for student improvement include:

• providing information that is specific to the question
• ensuring their response is providing a judgment about Xerxes’ successes, rather than general statements or descriptions (b)
• avoiding a narrative response, and instead focusing on using specific historical examples to assess Xerxes successes and failures (b)
• integrating evidence from multiple sources to support the response
• using evaluative language, historical terms and concepts
• ensuring quotes are correctly attributed.

Question 17 – China: Qin Shihuangdi

In better responses, students were able to:

• engage meaningfully with the Frances Wood interpretation by addressing key phrases such as ‘he inherited ideas’ and ‘centralized administration, law and legal responsibility’ (a)
• explain multiple ways Qin Shihuangdi was shaped by his context, such as his lineage, family, education and the history of the conquest of other Warring States (a)
• evaluate different aspects of Qin Shihuangdi’s success (b)
• demonstrate sophisticated understanding of ‘success’ in the context of imperial China (b)
• support the assessment consistently through a range of sources
• use appropriate historical terms and concepts throughout the response.

Areas for students to improve include:

• engaging with the given interpretation rather than just quoting or paraphrasing it (a)
• distinguishing between factors that shaped Qin Shihuangdi and his later actions or achievements (a)
• providing a balanced assessment of success rather than focusing solely on either achievements or failures (b)
• providing a range of examples to demonstrate depth of historical knowledge
• supporting arguments with specific evidence rather than general statements.

Question 18 – Greece: Pericles

In better responses, students were able to:

• engage with the interpretation provided to develop a response which addressed a range of aspects raised by the interpretation (a)
• demonstrate the link between an action or position with a particular individual and/or event to show one led to the other. For example, recognising that Xanthippus’ ostracism influenced Pericles’ approach in obtaining positions of power (a)
• provide a response which dealt with several different areas of success and/or failures, for example, as a political leader, military commander and empire builder (b)
• provide a reasoned assessment supported by a range of sources to show the extent to which Pericles was/was not successful (b).

Areas for students to improve include:

• using correct and relevant sources to support the response. For example, Herodotus does not comment on the influences that shaped Pericles’ life or actions, nor does he identify Pericles’ successes or failures
• ensuring sources are integrated into the response rather than simply cited (a) and (b)
• using appropriate historical terms and concepts such as ostracism, strategos (a) and (b)
• referring to specific examples to support the response such as the Citizenship Law 451 BC and payment of jurors 450 BC.

Question 19 – Greece: Alexander the Great

In better responses, students were able to:

• engage with the interpretation provided by selecting a range of specific aspects from the interpretation which influenced Alexander such as his education, Philip and the threat of the Persian Empire (a)
• provide an informed explanation to show how the specific aspects identified influenced Alexander’s actions (a)
• use a range of sources to support the response
• consistently provide a well-developed and reasoned assessment throughout the entirety of the response, supported by detailed and accurate historical knowledge and sources (b).

Areas for students to improve include:

• referring to relevant examples which explicitly link to the question in support of the response. For example, Philip’s use of the League of Corinth as a way of consolidating Macedonian control over Greece shaped Alexander’s approach to the Greek mainland upon Philip’s death (a), or Alexander’s success as a military general is exemplified by his use of an oblique approach at the Battle of Gaugamela, which created a gap in the Persian line, allowing a Macedonian charge and the collapse of the enemy's formation, demonstrating the extent to which he was able to defeat an enemy that was significantly numerically superior (b)
• avoiding the inclusion of extensive quotes and instead drawing inferences from sources to support the response
• avoiding the re-telling of stories such as the taming of Bucephalus unless these are directly linked to a point being made in the response.

Question 20 – Rome: Tiberius Gracchus

In better responses students were able to:

• provide a well-developed and informed explanation about how Tiberius Gracchus was shaped by his context by referring to specific aspects of his context such as family background, education, the state of Roman politics, and the empire, at the time of his tribunate in 133 BC (a)
• engage with the provided interpretation by selecting aspects of the source to frame their explanation (a)
• communicate effectively using appropriate concepts and terms specific and relevant to, the historical personality of Tiberius Gracchus (a) and (b)
• provide a well-developed and reasoned assessment of the extent to which Tiberius Gracchus’ was successful (b)
• demonstrate detailed and accurate knowledge about Tiberius Gracchus’ successes and/or failures using specific examples, such as his actions during his tribunate in 133 BC, his abilities as a politician and his assassination (b)
• integrate evidence from a wide range of ancient and/or modern sources  to support an explanation of how Tiberius Gracchus was shaped by his context (a) and an assessment of Gracchus’ success (b).

Areas for students to improve include:

• considering a range of factors that shaped Tiberius Gracchus (a)
• providing a well-developed and reasoned assessment of the extent to which Tiberius Gracchus was a success through the consideration of a range of factors which could include successes and/or failures (b)
• integrating ancient and/or modern sources to support their responses rather than just listing sources
• avoiding providing a narrative about the life and career of Tiberius Gracchus
• avoiding confusing Tiberius Gracchus and Tiberius, the later Julio-Claudian emperor.

Question 21 – Rome: Julius Caesar

In better responses students were able to:

• provide a well-developed and informed explanation about how Julius Caesar was shaped by his context by referring to specific aspects such as his family background, Marian connections, Marius and Sulla’s civil war, his education, the state of Roman politics (political factions), the expansion of the empire and great commands (Sulla and Pompey) and how such influences shaped his rise up the cursus honorum and his experiences as a general (a)
• engage with the provided interpretation by selecting aspects of the source to frame their explanation (a)
• communicate effectively using appropriate concepts and terms specific and relevant to the historical personality of Julius Caesar
• provide a well-developed and reasoned assessment of the extent to which Julius Caesar was successful (b)
• demonstrate detailed and accurate knowledge about Julius Caesar’s successes and/or failures using specific examples relating to his abilities as a general, tactician, leader, politician, statesman, writer, reformer, or a tyrant/despot (b)
• integrate evidence from a wide range of ancient or modern sources to support an explanation about how Julius Caesar was shaped by his context (a) and an assessment of Caesar’s success (b).

Areas for student to improve include:

• considering a range of factors that shaped Julius Caesar (a)
• providing a well-developed and reasoned assessment of the extent to which Julius Caesar was a success through the consideration or a range of factors which could include both successes and/or failures (b)
• integrating ancient and/or modern sources to support their responses rather than just listing them
• avoiding providing a narrative about Julius Caesar’s life and career
• avoiding lengthy discussions of Julius Caesar’s legacy to the modern world (b).

Question 22 – Rome: Agrippina the Younger

In better responses, students were able to:

• engage meaningfully with the Leadbetter interpretation by addressing key phrases such as ‘born to power’ and ‘mother set daughter a rigorous example’ (a)
• explain multiple ways Agrippina was shaped by her context, such as her Julio-Claudian lineage, the example set by her parents, family losses, and the political instability of the period (a)
• evaluate different aspects of Agrippina's success including her role as Augusta, influence over Claudius, securing the succession for Nero, and her influential role in the imperial court, with Seneca and Burrus (b)
• demonstrate sophisticated understanding of ‘success’ in the context of imperial Roman women and their limitations (b)
• support their assessment consistently through a range of ancient sources including Tacitus, Suetonius, coinage and statuary, and modern historiography
• use appropriate historical terms and concepts across all parts of the question, including lictor, domus, Augusta, and principate.

Areas for students to improve include:

• engaging with the given interpretation rather than just quoting or paraphrasing it (a)
• distinguishing between factors that shaped Agrippina and her later actions or achievements (a)
• providing a balanced assessment of success rather than focusing solely on either achievements or failures (b)
• extending beyond well-known events to demonstrate depth of historical knowledge
• supporting arguments with specific evidence rather than general statements
• using ancient source evidence effectively to support key points.

General feedback

Students should note that, in this section, they were required to construct an argument in response to the question and support their response with detailed evidence from relevant sources. Simply referring to sources is not sufficient.

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

In better responses, students were able to:

• demonstrate a depth of knowledge of the cult of Amun’s influence relating to internal developments through religious and political life, particularly regarding the growing power of the priesthood and its influence over the pharaohs (a)
• demonstrate a clear understanding of Egypt’s foreign policy tactics, detailing diplomatic, economic, and military strategies towards each region, highlighting Egypt’s varied approach based on different priorities (b)
• use evidence, for example, the expansion of the Karnak temple and relevant inscriptions, to illustrate the cult’s central place in Egyptian society during this time period and its alignments with the pharaoh’s objectives (a)
• support their assessment with specific evidence from inscriptions and monuments, for example the Annals of Thutmose III and Nubian temple inscriptions, to illustrate Egypt’s diplomatic, economic, and military engagements in the regions (b).

Areas for students to improve include:

• avoiding providing narratives and biographies of pharaohs
• making detailed reference to multiple pharaohs in the response
• using specific evidence to support arguments
• ensuring the response covers information from the whole period (a,b) and addresses all parts of the question (b).

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

In better responses, students were able to:

• provide a judgement of both the roles and contributions of the post-Amarna pharaohs, specifically Tutankhamun and Horemheb, by assessing elements of continuity and change in response to Akhenaten’s reforms (a)
• make a judgement of the nature of Ramesside imperialism by considering the achievements of Seti I and Ramesses II, with reference to the ideology of the kingship (b)
• support their arguments by engaging with a range of relevant historical and archaeological sources
• communicate ideas and information logically, using a thematic and structured response.

Areas for students to improve include:

• focusing on pharaohs within the relevant time period
• demonstrating a clear understanding of the expectations of the question and the syllabus
• using evaluative language as part of a thesis sustained throughout their response
• avoiding providing a narrative about pharaohs or events in the period.

Question 25 – The ancient Levant: First Temple period

In better responses, students were able to:

• articulate key aspects of the division of the kingdoms of Israel and Judah under Rehoboam and make a clear judgement on the effect on the Levant (a)
• provide judgements regarding Judah’s relations with both Assyria and Babylon to determine the extent to which those with Assyria were more significant than those with Babylon (b)
• sustain an argument throughout the response
• provide breadth and depth to the argument, supporting the response with the integration of appropriate evidence.

Areas for students to improve include:

• avoiding an analysis of Rehoboam’s reign without linking to the division of Israel and Judah or the impacts on the Levant (a)
• improving the balance of judgement to sufficiently argue whether relations with Assyria or Babylon were more significant (b)
• integrating supporting evidence from a range of sources
• focusing on developing an argument appropriate for measuring the extent to which the premise in the question is valid
• developing coherency and sustaining an argument throughout the response
• ensuring breadth of examples to provide appropriate depth for an essay.

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

In better responses, students were able to:

• articulate how key aspects of the reign of Cyrus II were significant for the development of Persia and its empire, including reference to administration of the empire, building programs, religious policy or economic policy (a)
• provide a judgement about the nature of Persian expansion across the period, including examples from Cyrus II through to the later kings (b)
• sustain an argument throughout the response
• provide breadth and depth to the argument, supporting the response with the integration of appropriate evidence.

Areas for students to improve include:

• covering the nature of expansion across the whole historical period rather than using examples from just Cyrus II, Cambyses I, Darius I or Xerxes I (b)
• showing how aspects of Cyrus II’s reign were significant for the development of Persia and its empire rather than focusing on their significance to Cyrus II’s reign or success as a leader (a)
• integrating supporting evidence from a range of sources
• developing an argument focusing on the key wording of the question, either ‘evaluate’ or ‘assess'
• developing coherency and sustaining an argument throughout the response
• ensuring breadth of examples to provide appropriate depth for an essay.

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

In better responses, students were able to:

• provide breadth in their evaluation of the importance of the unification of the Warring States during the whole period, including reference to areas such as economic, political, social or security matters
• integrate an assessment of Emperor Wendi’s contributions across a range of aspects of the establishment of the Han dynasty, comparing and contrasting with the contributions of other emperors as required (b)
• sustain an argument throughout the response
• provide breadth and depth to the argument, supporting the response with the integration of appropriate evidence.

Areas for students to improve include:

• ensuring there is evaluative judgement about the importance of the unification of the Warring States, rather than just describing or explaining events leading to the unification of the Warring States
• focusing primarily on the contribution of Emperor Wendi to the establishment of the Han dynasty rather than providing a brief response on Wendi and then focusing on another key emperor of choice (b)
• integrating supporting evidence from a range of sources
• developing an argument focusing on the key phrasing of the question, either ‘evaluate’ or ‘assess'
• developing coherency and sustaining an argument throughout the response
• ensuring breadth of examples to provide appropriate depth for an essay.

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, making specific reference to Thermopylae and Artemisium. Students were able to examine the battles' outcomes beyond immediate success or failure, recognising that even tactical setbacks can serve broader strategic goals (a)
• examine the key elements of Citizenship Law, Ostracism and the role of the Thetes and determine their impact on the city and people of Athens in the time period (b)
• demonstrate a clear understanding of the topic and how it relates to the key ideas within the question
• provide a clear judgement and evaluation of a range of factors in support of the question to determine the extent of success rather than explain its impact
• incorporate evidence within the response and use it to support arguments
• provide a sustained argument with a clear line of argument and relevant content and evidence.

Areas for students to improve include:

• determining the significance of loss or stalemate for future elements of war in addition to demonstrating knowledge of the battles within the Persian Wars
• providing a cohesive and sustained commentary on the significance for Athens in this period in addition to describing key features of democratic developments
• ensuring their response engages fully with the question provided
• using key concepts, terms and content as a basis for the response
• providing a judgement supported with specific content and/or evidence
• providing more than just a narrative of events from the period.

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

In better responses, students were able to:

• provide an informed judgement about the impact of the Macedonian expansion on Greece (a)
• identify and elaborate on key elements of the impact on Greece of the Macedonian expansion, demonstrating a comprehensive knowledge of the period (a)
• support the response by effectively using a wide range of relevant sources, both ancient and modern
• provide an informed judgement about the extent of the success of Spartan Hegemony (b)
• identify and elaborate on key successes and failures of the Spartan Hegemony, supported by interaction with a wide range of relevant ancient and modern sources (b).

Areas for students to improve include:

• focusing on the impacts of Macedonian expansion, rather than explaining how Macedonia expanded (a)
• focusing on the question provided and using relevant knowledge and understanding to produce a clear text
• avoiding extraneous, irrelevant, uncontextualised material from Spartan Society.

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

In better responses, students were able to:

• demonstrate a detailed understanding of the relationship between Pompey and Crassus as opposed to simply providing a general discussion of each personality
• draw on detailed knowledge of the period and the careers of each man, and show how the careers and actions of both men affected the republican institutions and contributed to the dismantling of traditional laws
• provide detailed accounts of incidents of urban violence spanning the period from 78–31 BC, making the link between key individuals, their use of violence and how this set a precedent for force in the way outcomes were achieved (b)
• respond to the key term, ‘significance’ and link the argument to the importance of the relationship to Rome
• define what was meant by ‘urban violence’ and either argue the violence was the main contributor to the fall of the Roman Republic or that it played a part amongst other issues, for example the decline in Senatorial control (b)
• draw on a range of ancient and modern sources to support well-written arguments.

Areas for students to improve include:

• demonstrating greater understanding of the key term ‘significance’ and  of Crassus and his role
• addressing the specific aspects of the question rather than providing general information about the first triumvirate
• ensuring that responses discuss the careers of Pompey and Crassus, how they intersected and the impact of their actions/politics on the period as a whole
• demonstrating detailed knowledge of the topic and application of the specific incidents of urban violence to the main themes of the period.

Question 31 – The Augustan Age 44 BC–AD 14

In better responses, students were able to:

• identify and assess the reasons why Augustus created the suite of powers that modern scholars call the principate, examining both the need to stabilise Rome after a long period of violent conflict and to cement his own power and authority in a framework shaped by Republican precedent (a)
• make a judgement about the nature and purpose of the relationship Augustus had with the Senate across the whole period, from the death of Caesar to his own death, noting the important role this relationship played in Augustus' presentation of himself as princeps or first among equals (b)
• identify the First and Second Settlements as a means of normalising Augustus' unprecedented authority in the state (a)
• account for changes after the Battle of Actium, and identify the evolving roles of both the princeps and the Senate, which came to have a legislative and judicial function as compensation for its loss of its auctoritas, as an attempt to reconcile Republican tradition with autocracy (b)
• sustain the judgements made throughout the response, consistently referring to the purpose behind reforms which created the principate (a), or the way in which the Senate and the Senatorial class evolved in the new dispensation (b)
• support the discussion and judgement with well-chosen and relevant historical sources, ancient and modern, written and archaeological, using the sources to advance the judgement.

Areas for students to improve include:

• expanding on evaluative statements so that they are more than adjectives, for example to a significant, moderate, or limited extent, and demonstrate perceptive judgement informed by historical knowledge and understanding
• avoiding providing detailed narratives, especially of the complicated period between Caesar's death and Actium (a), that are not part of a judgement
• avoiding providing details about the First and Second Settlements without explaining their fundamental purpose, and avoiding only addressing Augustus' assumption of the Senate's auctoritas without covering his methods of maintaining its digntias (b)
• sustaining judgements by integrating evaluative language throughout the response
• demonstrating an understanding of the purpose and intentions of ancient sources and modern historians, not simply appending their names to the phrase 'according to'
• 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:

• evaluate the importance of Augustus' death and his legacy as a ruler for his successors, identifying the manner in which this changed or continued over time (a)
• make a judgement about the comparative success of each princeps and a decision about which one was the most successful in his reforms and policies across a variety of domains (political, social, legal, religious and administrative) (b)
• account for the complex legacy of Augustus, an inheritance that provided both a model for rule and an example which his successors could never hope to emulate (a)
• include extensive detail about reforms instituted by the Julio-Claudian rulers, sometimes focusing on one, for example Claudius, and using this as a yardstick against which to judge the other principes (b)
• support the judgement with well-chosen and relevant historical sources, ancient and modern, written and archaeological, using the sources to advance the judgement.

Areas for students to improve include:

• avoiding giving a purely chronological account of depravity beginning from the moment of Augustus' death and continuing to Nero's suicide (a)
• avoiding providing anecdotal accounts of the reign of each princeps which do not directly relate to their attempts to consolidate or reform the mechanics of government, for example, the relationship between the Senate and the princeps, or whether to increase the scope of the empire) (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 judgements by integrating evaluative language throughout the response
• demonstrating understanding of the purpose and intentions of ancient sources and modern historians, not simply appending their names to the phrase 'according to'
• using paragraphs and topic sentences to shape their responses to the question.