2006 HSC Specimen Paper. Ancient History

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1 2006 HSC Specimen Paper Ancient History

2 2004 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. Teachers in schools in NSW may make multiple copies, where appropriate, of sections of the HSC specimen papers for classroom use under the provisions of the school s Copyright Agency Limited (CAL) licence. When you access the Material you agree: to use the Material for information purposes only; to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW; to acknowledge that the Material is provided by the Board of Studies NSW; not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee; to include this copyright notice in any copy made; not to modify the Material or any part of the Material without the express prior written permission of the Board of Studies NSW. The Material may contain third party copyright materials such as photographs, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. The Board of Studies has made all reasonable attempts to locate owners of third party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (02) , fax (02) ISBN HSC Specimen Paper

3 2006 Higher School Certificate Specimen Examination Paper Ancient History Introduction This document contains the specimen examination paper for the 2006 Higher School Certificate examination in Ancient History. A mapping grid is also included, showing how each question in the examination relates to the syllabus outcomes and content, and to the performance bands. The specimen paper shows the format of the HSC examination for the revised syllabus. Questions in Section I of the examination paper will be answered by students in the question booklet itself, as currently happens with the Modern History examination. This specimen paper has been produced in accordance with the Board s Principles for Setting HSC Examinations in a Standards-Referenced Framework, published in the Board Bulletin Volume 8 Number 9 (Nov/Dec 99). Questions are closely related to the outcomes of the course, and the paper as a whole is structured to allow for appropriate differentiation of student performance at all levels on the performance scale. The paper has been designed so that students have a clear understanding of what they are required to do in each question and in working through the paper. Instructions have been standardised, and the demands of the questions have been made explicit. Key words in questions, such as discuss, analyse, and explain, have been used consistently in accordance with the glossary definitions published in the Board s Assessment Support Document. This specimen paper is an example of the type of examination that could be prepared within the examination specifications in the revised Ancient History syllabus. Examinations will be based on the syllabus, and will test a representative sample of syllabus outcomes. Therefore, the range and balance of outcomes tested in the HSC examinations in 2006 and subsequent years may differ from those addressed in the specimen paper. The mapping grid is an important feature of the development of the examination. It aids in ensuring that the examination as a whole samples a range of content and outcomes, and allows all students the opportunity to demonstrate their level of achievement. There are a number of points to note in considering the Ancient History specimen examination paper: The format of the specimen paper reflects the examination specifications. In subsequent examinations, the style and structure of the questions may differ from those in the specimen paper, within the parameters of the examination specifications. In Section I, the number of marks allocated to the three questions may vary from year to year, as may the number of parts and the marks allocated to the parts in Question 1. i 2006 HSC Specimen Paper

4 In Section II, the number of parts within each question may be either four or five, and the mark value of each may vary from year to year. The part(s) that refer(s) to the source may change from year to year. In Section III, each question may be in two or three parts, and the last part of each question will always be worth 15 marks. When the questions contain three parts, the marks allocated to the first two parts may vary. A rubric indicating general criteria for judging performance has been placed at the beginning of Sections III and IV of the paper to clearly indicate the criteria that will be used to assess responses to the questions. These criteria are in addition to criteria specific to each question. Examples of possible alternative question structures and mark allocations for Sections II and III are included in the 2006 HSC Ancient History Examination Support Material on the Board s website at ii 2006 HSC Specimen Paper

5 Centre Number Student Number 2006 HIGHER SCHOOL CERTIFICATE SPECIMEN EXAMINATION Ancient History Total marks 100 Section I Pages 2 7 General Instructions Reading time 5 minutes Working time 3 hours Write using black or blue pen Write your Centre Number and Student Number at the top of this page 25 marks Attempt Questions 1 3 Allow about 45 minutes for this section Section II Pages marks Attempt ONE question from Questions 4 13 Allow about 45 minutes for this section Section III Pages marks Attempt ONE question from Questions Allow about 45 minutes for this section Section IV Pages marks Attempt ONE question from Questions Allow about 45 minutes for this section

6 Section I Cities of Vesuvius Pompeii and Herculaneum 25 marks Attempt Questions 1 3 Allow about 45 minutes for this section Answer the questions in the spaces provided. Question 1 (7 marks) My uncle was stationed at Misenum in active command of the fleet. The ninth day before the Kalends of September [24 August], in the early afternoon, my mother drew to his attention a cloud of unusual size and appearance... He hurried to the place where everyone else was hastily leaving, steering his course straight for the danger zone. He was entirely fearless, describing each new movement and phase of the portent to be noted down exactly as he observed them. Ashes were already falling, hotter and thicker as the ships drew near, followed by bits of pumice and blackened stones, charred and cracked by the flames: then suddenly they were in shallow water, and the shore was blocked by the debris from the mountain. Source 1: Pliny the Younger, Letters, Book VI, Letter 16 Using Source 1: Extract from The Last Days of Pompeii by Paul Wilkinson reproduced with permission of BBC Worldwide Limited (c) Paul Wilkinson 2003 What position did Pliny the Elder hold in AD 79? 1... List TWO features of the eruption of Mount Vesuvius as described by Pliny the Younger Question 1 continues on page HSC Specimen Paper

7 Question 1 (continued) Source 2: A street in Herculaneum A Street in Heraculaneum, from T H Feder, c1978, Great Treasures of Pompeii and Heraculaneum, Abbeville Press, New York, NY. (c) Using Source 2, describe the main features of a street in Herculaneum End of Question HSC Specimen Paper

8 Question 2 (8 marks) Source 3: Marble altar for the imperial cult (Temple of Vespasian, Pompeii) Source 4: Lararium (Lares Shrine) from the House of the Vettii (Pompeii) Illustration: Metal Workers (Tomb of Mereruka) Cyril Aldred, 1987, The Egyptians, Thames & Hudson, London, Plate 77 Reproduced with the permission of Thames & Hudson Question 2 continues on page HSC Specimen Paper

9 Quesiton 2 (continued) Using Sources 3 and 4 and your knowledge of other sources, interpret what these reveal about religious practices in Pompeii and/or Herculaneum. 8 End of Question HSC Specimen Paper

10 Question 3 (10 marks) Source 5: Plaster casts from the Garden of the Fugitives (Pompeii) Fratelli Alinari Archive Using Source 5 and other sources, evaluate the methods of investigating the ancient cities of Pompeii and Herculaneum. 10 Question 3 continues on page HSC Specimen Paper

11 Question 3 (continued) End of Question HSC Specimen Paper

12 BLANK PAGE 8 Board of Studies NSW 2004

13 2006 HIGHER SCHOOL CERTIFICATE SPECIMEN EXAMINATION Ancient History Section II Ancient Societies 25 marks Attempt ONE question from Questions 4 13 Allow about 45 minutes for this section Answer the question in a separate writing booklet. Extra writing booklets are available. Question 4 Option A Egypt: Society in Old Kingdom Egypt, Dynasties III to VI (c) (d) (e) Name TWO Old Kingdom queens. What were the Pyramid Texts? Describe the main features of art in Old Kingdom Egyptian society. Outline the role of an Old Kingdom king. With reference to Source 6 and other sources, explain the main features of the Old Kingdom Egyptian economy Source 6: Metal workers (Tomb of Mereruka) George W Allan, Osiride Statues in the Ramasseum at Thebes, from Cyril Aldred, 1987, The Egyptians, Thames & Hudson, London, HSC Specimen Paper

14 Question 5 Option B Egypt: Society in New Kingdom Egypt to the death of Amenhotep III (c) (d) (e) Name TWO of Egypt s neighbouring peoples. What was ma at? Describe the leisure activities of New Kingdom Egyptians. Outline the religious role of the pharaoh during this period. With reference to Source 7 and other sources you have studied, explain the impact of empire on New Kingdom Egyptian society [List of the booty which his majesty s army brought from the town of] Megiddo. Living prisoners: 340. Hands: 83. Horses: 2,041. Foals: 191. Stallions: 6. Colts:. One chariot of that foe worked in gold, with a [pole] of gold. One fine chariot of the prince of [Megiddo], worked in gold. [Chariots of the allied princes: 30]. Chariots of his wretched army: 892. Total 924. Source 7: The Battle of Megiddo (Annals of Thutmose III) The Temple Area in Jerusalem, G W Anderson, 1966, The History and Religion of Israel, Oxford University Press, Oxford HSC Specimen Paper

15 Question 6 Option C Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX (c) (d) (e) Name TWO of Egypt s neighbouring peoples. What was Per-Ramesses? Describe the activites of artisans during the Ramesside Period. Outline the roles and status of royal women. With reference to Source 8 and other sources you have studied, explain the nature of Ramesside architecture Source 8: Osiride statues in the Ramesseum, Thebes King Darius and Crown Prince Xerxes from the Persepolis Treasury in AT Olmstead, History of the Persian Empire, University of Chicago Press, Chicago, Plate XXX; reproduced by permission of the University of Chicago Press HSC Specimen Paper

16 Question 7 Option D The Near East: Assyrian Society from Sargon II to Ashurbanipal (c) (d) (e) Name TWO royal cities of ancient Assyria. Who were the scribes? Describe the crafts and industries of ancient Assyria. Outline the main features of Assyrian writing and literature. With reference to Source 9 and other sources, explain the nature and role of the Assyrian army Source 9: Siege and captives of Hamanu in Elam (reign of Ashurbanipal) A reconstruction of a Minoan peak sanctuary from Oliver Dickinson, 1994, The Aegean Bronze Age, Cambridge University Press, Cambridge; reprinted with the permission od Cambridge University Press HSC Specimen Paper

17 Question 8 Option E The Near East: Society in Israel from Solomon to the fall of Samaria (c) (d) (e) Name TWO Israelite capitals. Who was Yahweh? Describe the various occupations in Israelite society. Outline the main roles of non-royal women in Israelite society. With reference to Source 10 and other sources, explain the importance of the Jerusalem temple Source 10: The temple area in Jerusalem Mycenaean figurines, from Lord William Taylor, 1991, The Mycenaeans, Thames & Hudson Ltd, London HSC Specimen Paper

18 Question 9 Option F The Near East: Persian society at the time of Darius and Xerxes (c) (d) (e) Name TWO major Persian cities. What was the Royal Road? Describe the royal funerary customs of the Achaemenids. Outline the main features of economic exchange throughout the Persian Empire. With reference to Source 11 and other sources, explain the roles and images of the Persian king Source 11: King Darius and Crown Prince Xerxes from the Persepolis Treasury Life of Lycurgus from Richard J Talbert (translator), 1988, Plutarch on Sparta, Penguin Classics, London; reproduced by permission of Penguin Books Ltd HSC Specimen Paper

19 Question 10 Option G Greece: The Bronze Age Society in Minoan Crete (c) (d) (e) Name TWO Minoan palace sites. What was a thalassocracy? Describe the main features of Minoan frescoes. Outline the social structure of Minoan society. With reference to Source 12 and other sources, explain the main features of Minoan religion Source 12: A reconstruction of a Minoan peak sanctuary Pericles Funeral Oration from Rex Warner (translator), 1954, The History of the Peloponnesian War by Thucydides, Penguin Classics, Harmondsworth, page 145; reproduced by permission of Penguin Books Ltd HSC Specimen Paper

20 Question 11 Option H Greece: The Bronze Age Mycenaean society (c) (d) (e) Name TWO Mycenaean palace sites. What was a lawagetas? Describe the main features of Mycenaean frescoes. Outline the social structure of Mycenaean society. With reference to Source 13 and other sources, explain the main features of Mycenaean religious beliefs and practices Source 13: Mycenaean figurines Miriam Lichtheim, (c) 1973, Ancient Egyptian Literature: A Book of Readings, vol II, The Regents of the University of California, Berkeley HSC Specimen Paper

21 Question 12 Option I Greece: Spartan society to the Battle of Leuctra 371 BC (c) (d) (e) Name TWO natural features of Sparta. What were kleroi? Describe the economic role of the perioeki and the helots. Outline the main features of Spartan art during this period. With reference to Source 14 and other sources, explain the structure of Spartan government When the populace was assembled, Lycurgus permitted no one else except the Elders and kings to make a proposal, although the authority to decide upon what the latter put forward did belong to the people. Source 14: Plutarch, Life of Lycurgus courtesy of Drew Patrick HSC Specimen Paper

22 Question 13 Option J Greece: Athenian society in the time of Pericles (c) (d) (e) Name TWO natural features of Athens. What was the Panathenaia? Describe the main features of Athenian economy. Outline the main features of Athenian art in this period. With reference to Source 15 and other sources, explain the structures and features of Athenian democracy Let me say that our system of government does not copy the institutions of our neighbours. It is more the case of our being a model to others, than of our imitating anyone else. Our constitution is called a democracy because power is in the hands not of a minority but of the whole people. When it is a question of settling private disputes, everyone is equal before the law; when it is a question of putting one person before another in positions of public responsibility, what counts is not membership of a particular class, but the actual ability which the man possesses. Source 15: Thucydides, The Peloponnesian War, II, HSC Specimen Paper

23 Section III Personalities in Their Times 25 marks Attempt ONE question from Questions Allow about 45 minutes for this section Answer the question in a separate writing booklet. Extra writing booklets are available. In your answers you will be assessed on how well you: present sustained, logical, and well-structured answers to the question use relevant sources to support your argument use historical terms and concepts appropriately Question 14 Option A Egypt: Hatshepsut How did Hatshepsut show her devotion to Amun-Re? Assess Hatshepsut s relationship with Thutmose III Question 15 Option B Egypt: Akhenaten How did Akhenaten show his devotion to the Aten? Assess Akhenaten s foreign policy Question 16 Option C Egypt: Ramesses II Why did Ramesses II make a peace treaty with the Hittites? Assess Ramesses II s religious policy Question 17 Option D The Near East: Sennacherib Why did Sennacherib destroy Babylon? 10 Assess Sennacherib s public works and building program HSC Specimen Paper

24 In your answers you will be assessed on how well you: present sustained, logical, and well-structured answers to the question use relevant sources to support your argument use historical terms and concepts appropriately Question 18 Option E The Near East: Xerxes Explain the building program of Xerxes. Assess Xerxes administration of the Persian empire Question 19 Option F The Near East: Hannibal Explain Hannibal s rise to prominence. Assess Hannibal s strategies during the Second Punic War Question 20 Option G Greece: Pericles How was Pericles able to maintain his position of leadership in Athens? Assess Pericles role in the Peloponnesian War Question 21 Option H Greece: Alexander the Great How did Alexander the Great administer his empire? Assess the generalship of Alexander the Great Question 22 Option I Greece: Cleopatra VII Explain the significance of the battle of Actium for Cleopatra. 10 Assess the Greek and Egyptian portrayals of Cleopatra as a ruler HSC Specimen Paper

25 Question 23 Option J Rome: Tiberius Gracchus Explain Tiberius Gracchus rise to prominence. Assess the impact of Tiberius Gracchus reforms Question 24 Option K Rome: Julius Caesar Why was Julius Caesar killed? Assess the impact of Julius Caesar s personality on his career Question 25 Option L Rome: Agrippina the Younger Explain Agrippina s role during the reign of Claudius. 10 Assess the basis of Agrippina s power and influence HSC Specimen Paper

26 Section IV Historical Periods 25 marks Attempt ONE question from Questions Allow about 45 minutes for this section Answer the question in a separate writing booklet. Extra writing booklets are available. In your answer you will be assessed on how well you: present a sustained, logical, and well-structured answer to the question use relevant sources to support your answer use historical terms and concepts appropriately Question 26 Option A Egypt: From Unification to the First Intermediate Period Explain the emergence of centralised government in Old Kingdom Egypt to the end of Dynasty II. 25 OR Assess the reasons for the breakdown of Old Kingdom Egypt. 25 Question 27 Option B Egypt: New Kingdom Egypt to the death of Thutmose IV Assess the contribution of queens to New Kingdom Egypt during this period. 25 OR Explain the political and religious significance of building programs in this period. 25 Question 28 Option C Egypt: New Kingdom Egypt from Amenhotep III to the death of Ramesses II Assess the achievements of Amenhotep III. 25 OR Explain the maintenance and administration of the empire during this period HSC Specimen Paper

27 Question 29 Option D The Near East: Assyria from Tiglath-Pileser III to the fall of Assyria 609 BC Evaluate the impact of Tiglath-Pileser III as an Assyrian king. 25 OR Explain the maintenance and administration of the Assyrian empire during this period. 25 Question 30 Option E The Near East: Israel and Judah from the death of Solomon to the fall of Jerusalem Explain the changing relationships between the two kingdoms during this period. 25 OR Assess the impact of Ahab as an Israelite king. 25 Question 31 Option F The Near East: Persia from Cyrus II to the death of Darius III Explain the establishment of the Achaemenid Dynasty. 25 OR Assess the impact of Cambyses as a Persian king. 25 Question 32 Option G Greece: The development of the Greek world BC Account for the nature and consequences of tyrannies during this period. 25 OR Analyse Cleisthenes reforms and the development of Athenian democracy HSC Specimen Paper

28 In your answer you will be assessed on how well you: present a sustained, logical, and well-structured answer to the question use relevant sources to support your answer use historical terms and concepts appropriately Question 33 Option H Greece: The Greek world BC Explain the Greek victory in the Persian Wars. 25 OR Explain the development and nature of Athenian democracy during this period. 25 Question 34 Option I Greece: The Greek world BC Assess the roles of Sparta and Corinth in causing the Peloponnesian War. 25 OR Explain the Athenian defeat in the Peloponnesian War. 25 Question 35 Option J Greece: Fourth-century Greece to the death of Philip II of Macedon Evaluate the nature and impact of the Spartan hegemony. 25 OR Account for the rise of Macedon during this period HSC Specimen Paper

29 Question 36 Option K Rome: BC Evaluate the strategies used by the Carthaginians and the Romans in the First Punic War. 25 OR Analyse the impact that Hellenism (Greek culture) had on Rome in the period before 146 BC. 25 Question 37 Option L Rome: Political revolution in Rome BC Evaluate the significance of Marius career during this period. 25 OR Explain the impact of any TWO radical tribunes during this period. 25 Question 38 Option M Rome: The fall of the Roman Republic BC To what extent was Pompey responsible for the outbreak of civil war? 25 OR Evaluate the importance of the conflict between Mark Antony and Octavian. 25 Question 39 Option N Rome: The Augustan Age 44 BC AD 14 Assess the contribution of Maecenas and Agrippa in the Augustan Age. 25 OR Evaluate the methods used by Augustus to deal with his opposition HSC Specimen Paper

30 In your answer you will be assessed on how well you: present a sustained, logical, and well-structured answer to the question use relevant sources to support your answer use historical terms and concepts appropriately Question 40 Option O Rome: Rome in the time of the Julio-Claudians AD Assess the importance of imperial building programs in this period. 25 OR Evaluate the impact of Tiberius as princeps. 25 Question 41 Option P Rome: The Roman Empire AD Explain the process of Romanisation in this period. 25 OR Evaluate the impact of Vespasian as princeps. 25 End of Paper HSC Specimen Paper

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32 BLANK PAGE 28 Board of Studies NSW 2004

33 2006 HSC Ancient History Specimen Paper Sample Marking Guidelines Section I Cities of Vesuvius Pompeii and Herculaneum Question 1 Outcomes assessed: H1.1 Mentions Pliny the Elder as Commander/Admiral of the Fleet 1 Question 1 Outcomes assessed: H1.1 Mentions two features of the eruption 2 Mentions one feature of the eruption HSC SPECIMEN PAPER

34 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Question 1 (c) Outcomes assessed: H1.1, H3.1 Provides detailed and accurate observations of features of the street from the source Provides accurate characteristics of features of the street from the source OR Provides detailed characteristics of one feature and refers to one or two other features OR Mentions two or three features Makes one simple point about the street from the source Question 2 Outcomes assessed: H1.1, H3.1, H3.3, H4.1 Draws a clear, comprehensive and accurate connection between the sources provided and features of religious practices in Pompeii and/or Herculaneum Draws evidence from the sources provided and uses other sources to support an interpretation Provides a detailed, well-structured response using historical terms and concepts appropriately Draws a clear and accurate connection between the sources provided and features of religious practices in Pompeii and/or Herculaneum Draws some evidence from the sources provided and refers to other sources Provides a structured response using historical terms and concepts Makes some connection between the sources provided and features of religious practices in Pompeii and/or Herculaneum OR Describes religious practice as shown in the sources. May make reference to other sources Provides a descriptive response using some historical terms Makes one or two general points about religious practices in Pompeii and/or Herculaneum May make reference to the sources provided and/or other sources HSC SPECIMEN PAPER

35 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Question 3 Outcomes assessed: H1.1, H3.2, H4.1, H4.2 Provides a clear and critical judgement about the methods of investigating Pompeii and Herculaneum based on criteria relevant to key issues of archaeological investigation of these cities Demonstrates a complex understanding of a range of archaeological methodologies used at Pompeii and Herculaneum supported by appropriate historical terms and concepts Provides a detailed, well-structured response supported by close reference to Source 5 and other sources Provides a clear judgement about the methods of investigating Pompeii and Herculaneum based on criteria relevant to some key issues of archaeological investigation of these cities Demonstrates a sound understanding of a range of archaeological methodologies used at Pompeii and Herculaneum supported by appropriate historical terms and concepts Provides a well-structured response supported by close reference to Source 5 and other sources Provides a detailed description of the key issues of archaeological investigation of Pompeii and Herculaneum Demonstrates some understanding of archaeological methodologies used at Pompeii and Herculaneum using some historical terms and concepts Provides a structured response with some reference to Source 5. May mention other sources Describes some archaeological investigation. May refer to Pompeii and/or Herculaneum Demonstrates some use of historical terms Makes one or two points about archaeological investigation/pompeii/herculaneum HSC SPECIMEN PAPER

36 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Section II Ancient Societies Option A Egypt: Society in Old Kingdom Egypt, Dynasties III to VI Question 4 Outcomes assessed: H1.1 Names TWO Old Kingdom queens 2 Names ONE Old Kingdom queen 1 Question 4 Outcomes assessed: H1.1, H4.1 Makes two relevant points about the Pyramid Texts 2 Makes one relevant point about the Pyramid Texts 1 Question 4 (c) Outcomes assessed: H1.1, H4.1, H4.2 Provides accurate characteristics of the main features of art in Old 4 5 Kingdom Egyptian society Provides some characteristics of the main features of art in Old Kingdom 2 3 Egyptian society Provides one relevant point about art in Old Kingdom Egypt 1 Question 4 (d) Outcomes assessed: H1.1, H2.1, H4.2 Accurately indicates the main features of the role of an Old Kingdom king 5 6 Indicates some features of the role of an Old Kingdom king 3 4 Makes some simple points about the role of an Old Kingdom king HSC SPECIMEN PAPER

37 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Question 4 (e) Outcomes assessed: H1.1, H2.1, H3.1, H4.1, H4.2 Makes the relationships between the main features of the Old Kingdom Egyptian economy clearly evident using specific examples Refers closely to the source and other sources Makes some of the relationships between the main features of the Old Kingdom Egyptian economy evident using some examples Refers to the source and other sources Describes the main features of the Old Kingdom Egyptian economy May refer to the source Makes some relevant points about the main features of the Old Kingdom Egyptian economy May refer to the source Makes one relevant point about the Old Kingdom Egyptian economy HSC SPECIMEN PAPER

38 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Option G Greece: The Bronze Age Society in Minoan Crete Question 10 Outcomes assessed: H1.1 Names TWO Minoan palace sites 2 Names ONE Minoan palace site 1 Question 10 Outcomes assessed: H1.1, H4.1 Makes two relevant points about thalassocracy 2 Makes one relevant point about thalassocracy 1 Question 10 (c) Outcomes assessed: H1.1, H4.1, H4.2 Provides accurate characteristics of the main features of Minoan 4 5 frescoes Provides some characteristics of the main features of Minoan frescoes 2 3 Provides one relevant point about Minoan frescoes 1 Question 10 (d) Outcomes assessed: H1.1, H2.1, H4.2 Accurately indicates the main features of the social structure of Minoan 5 6 society Indicates some features of the social structure of Minoan society 3 4 Makes some simple points about the social structure of Minoan society HSC SPECIMEN PAPER

39 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Question 10 (e) Outcomes assessed: H1.1, H2.1, H3.1, H4.1, H4.2 Makes the relationships between the main features of Minoan religion clearly evident using specific examples Refers closely to the source and other sources Makes some of the relationships between the main features of Minoan religion evident using some examples Refers to the source and other sources Describes the main features of Minoan religion May refer to the source Makes some relevant points about the main features of Minoan religion May refer to the source Makes one relevant point about Minoan religion HSC SPECIMEN PAPER

40 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Option I Greece: Spartan society to the Battle of Leuctra 371 BC Question 12 Outcomes assessed: H1.1 Names TWO natural features of Sparta 2 Names ONE natural feature of Sparta 1 Question 12 Outcomes assessed: H1.1, H4.1 Makes two relevant points about kleroi 2 Makes one relevant point about kleroi 1 Question 12 (c) Outcomes assessed: H1.1, H4.1, H4.2 Provides accurate characteristics of the main features of the economic 4 5 role of the perioeki and the helots Provides some characteristics of the features of the economic role of 2 3 the perioeki and the helots Provides one relevant point about the perioeki and the helots 1 Question 12 (d) Outcomes assessed: H1.1, H2.1, H4.2 Accurately indicates the main features of Spartan art during this period 5 6 Indicates some features of Spartan art during this period 3 4 Makes some simple points about Spartan art during this period HSC SPECIMEN PAPER

41 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Question 12 (e) Outcomes assessed: H1.1, H1.2, H3.1, H4.1, H4.2 Makes the relationship between the various levels of the structure of Spartan government clearly evident using specific examples Refers closely to the source and other evidence Makes some of the relationship between the levels of the structure of Spartan government evident using some examples Refers to the source and other evidence Describes the structure of Spartan government May refer to the source Makes some relevant points about the structure of Spartan government May refer to the source Makes one relevant point about the structure of Spartan government HSC SPECIMEN PAPER

42 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Section III Personalities in Their Times Option A Egypt: Hatshepsut Question 14 Outcomes assessed: H1.1, H2.1, H4.1, H4.2 Makes the main features of Hatshepsut s devotion to Amun-Re clearly evident using specific and detailed examples Develops a clear, comprehensive and coherent response using appropriate terms and concepts accurately Makes the main features of Hatshepsut s devotion to Amun-Re evident using specific examples Develops a clear and coherent response using appropriate terms and concepts accurately Makes some features of Hatshepsut s devotion to Amun-Re evident using examples Provides a response using some appropriate terms and concepts Describes features of Hatshepsut s devotion to Amun-Re Uses some terms and concepts Makes one or two relevant points about Hatshepsut s devotion to Amun-Re HSC SPECIMEN PAPER

43 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Question 14 Outcomes assessed: H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, H4.2 Provides a comprehensive and coherent judgement about Hatshepsut s relationship with Thutmose III Develops a sustained, logical and well-structured argument using appropriate terms and concepts accurately Supports the response with detailed and accurate information from relevant sources about Hatshepsut s relationship with Thutmose III Provides a coherent judgement about Hatshepsut s relationship with Thutmose III Develops a logical and well-structured argument using appropriate terms and concepts accurately Supports the response with accurate information from relevant sources about Hatshepsut s relationship with Thutmose III Provides some judgement about Hatshepsut s relationship with Thutmose III Presents a structured argument using appropriate terms and concepts Supports the response with information from relevant sources about Hatshepsut s relationship with Thutmose III Describes Hatshepsut s relationship with Thutmose III Presents a response using some terms and concepts Refers to some sources Makes some simple points about Hatshepsut and/or Thutmose III HSC SPECIMEN PAPER

44 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Option E The Near East: Xerxes Question 18 Outcomes assessed: H1.1, H2.1, H4.1, H4.2 Makes the main features of Xerxes building program clearly evident using specific and detailed examples Develops a clear, comprehensive and coherent response using appropriate terms and concepts accurately Makes the main features of Xerxes building program evident using specific examples Develops a clear and coherent response using appropriate terms and concepts accurately Makes some features of Xerxes building program evident using examples Provides a response using some appropriate terms and concepts Describes features of Xerxes building program Uses some terms and concepts 9 10 Makes one or two relevant points about Xerxes building program HSC SPECIMEN PAPER

45 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Question 18 Outcomes assessed: H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, H4.2 Provides a comprehensive and coherent judgement about Xerxes administration of the Persian Empire Develops a sustained, logical and well-structured argument using appropriate terms and concepts accurately Supports the response with detailed and accurate information from relevant sources about Xerxes administration of the Persian Empire Provides a coherent judgement about Xerxes administration of the Persian Empire Develops a logical and well-structured argument using appropriate terms and concepts accurately Supports the response with accurate information from relevant sources about Xerxes administration of the Persian Empire Provides some judgement about Xerxes administration of the Persian Empire Presents a structured argument using appropriate terms and concepts Supports the response with information from relevant sources about Xerxes administration of the Persian Empire Describes Xerxes administration of the Persian Empire Presents a response using some terms and concepts Refers to some sources Makes some simple points about Xerxes and/or the Persian Empire HSC SPECIMEN PAPER

46 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Option L Rome: Agrippina the Younger Question 25 Outcomes assessed: H1.1, H2.1, H4.1, H4.2 Makes the main features Agrippina s role during the reign of Claudius clearly evident using specific and detailed examples Develops a clear, comprehensive and coherent response using appropriate terms and concepts accurately Makes the main features of Agrippina s role during the reign of Claudius evident using specific examples Develops a clear and coherent response using appropriate terms and concepts accurately Makes some features of Agrippina s role during the reign of Claudius evident using examples Provides a response using some appropriate terms and concepts Describes features of Agrippina s role during the reign of Claudius Uses some terms and concepts Makes one or two relevant points about Agrippina s role during the reign of Claudius HSC SPECIMEN PAPER

47 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Question 25 Outcomes assessed: H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, H4.2 Provides a comprehensive and coherent judgement about the basis of Agrippina s power and influence Develops a sustained, logical and well-structured argument using appropriate terms and concepts accurately Supports the response with detailed and accurate information from relevant sources about the basis of Agrippina s power and influence Provides a coherent judgement about the basis of Agrippina s power and influence Develops a logical and well-structured argument using appropriate terms and concepts accurately Supports the response with accurate information from relevant sources about the basis of Agrippina s power and influence Provides some judgement about the basis of Agrippina s power and influence Presents a structured argument using appropriate terms and concepts Supports the response with information from relevant about the basis of Agrippina s power and influence Describes the basis of Agrippina s power and influence Presents a response using some terms and concepts Refers to some sources Makes some simple points about Agrippina the Younger HSC SPECIMEN PAPER

48 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Section IV Historical Periods Questions with the directional term assess Q26 Q27 Q28 Q30 Q31 Q34 Q38 Q39 Q40 Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 Makes accurate and detailed judgements of the value/outcomes of the different roles played by key people, groups, events and institutions Presents a sustained, logical and well-structured response drawing on a clear identification of relevant features and issues of the period Supports the response with detailed and accurate information from specific, relevant sources. Uses a range of appropriate historical terms and concepts Makes detailed judgements of the different roles played by key people, groups, events and institutions Presents a sustained, logical and structured response drawing on an identification of relevant features and issues of the period Supports the response with accurate information from relevant sources. Uses appropriate historical terms and concepts Makes some judgements of the different roles played by key people, groups, events and institutions Presents a response drawing on an identification of relevant features and issues of the period Refers to relevant sources and uses appropriate historical terms and concepts Makes statements about the different roles played by key people, groups, events and institutions Provides a descriptive narration which may include relevant features and issues of the period Basic use of historical terms and concepts; may refer to sources Presents a very limited narration/description of people and/or events from the past Limited use of historical terms/concepts HSC SPECIMEN PAPER

49 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Section IV Historical Periods Questions with the directional term explain Q26 Q27 Q28 Q29 Q30 Q31 Q33 Q33 Q34 Q37 Q41 Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 Makes the relationships between key people, groups, events and institutions clearly evident in an accurate and detailed manner. Clearly states why and/or how Presents a sustained, logical and well-structured response drawing on a clear identification of relevant features and issues of the period Supports the response with detailed and accurate information from specific, relevant sources. Uses a range of appropriate historical terms and concepts Makes relationships between key people, groups, events and institutions evident in a detailed manner. States why and/or how Presents a sustained, logical and structured response drawing on an identification of relevant features and issues of the period Supports the response with accurate information from relevant sources. Uses appropriate historical terms and concepts Makes some relationships evident between key people, groups, events and institutions. May state why and/or how Presents a response drawing on an identification of relevant features and issues of the period Refers to relevant sources and uses appropriate historical terms and concepts Makes statements about the different roles played by key people, groups, events and institutions Provides a descriptive narration which may include relevant features and issues of the period Basic use of historical terms and concepts; may refer to sources Presents a very limited narration/description of people and/or events from the past Limited use of historical terms/concepts HSC SPECIMEN PAPER

50 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Section IV Historical Periods Questions with the directional term evaluate Q29 Q35 Q36 Q37 Q38 Q39 Q40 Q41 Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 Provides a clear and critical judgement about the key people, groups, events and institutions based on criteria relevant to the historical period and in the context of the question Presents a sustained, logical and well-structured response drawing on a clear identification of relevant features and issues of the period Supports the response with detailed and accurate information from specific, relevant sources. Uses a range of appropriate historical terms and concepts Provides a clear judgement about key people, groups, events and institutions evident in a detailed manner Presents a sustained, logical and structured response drawing on an identification of relevant features and issues of the period Supports the response with accurate information from relevant sources. Uses appropriate historical terms and concepts Makes a limited judgement about key people, groups, events and institutions Presents a response drawing on an identification of relevant features and issues of the period Refers to relevant sources and uses appropriate historical terms and concepts Makes statements about the different roles played by key people, groups, events and institutions Provides a descriptive narration which may include relevant features and issues of the period Basic use of historical terms and concepts; may refer to sources Presents a very limited narration/description of people and/or events from the past Limited use of historical terms/concepts HSC SPECIMEN PAPER

51 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Section IV Historical Periods Questions with the directional term analyse Q32 Q36 Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 Identifies the components of, and makes the relationships between key people, groups, events and institutions clearly evident. Demonstrates a complex and detailed understanding of implications Presents a sustained, logical and well-structured response drawing on a clear identification of relevant features and issues of the period Supports the response with detailed and accurate information from specific, relevant sources. Uses a range of appropriate historical terms and concepts Identifies the components of, and makes the relationships between key people, groups, events and institutions evident. Demonstrates a detailed understanding of implications Presents a sustained, logical and structured response drawing on an identification of relevant features and issues of the period Supports the response with accurate information from relevant sources. Uses appropriate historical terms and concepts Identifies some components of, and refers to relationships between key people, groups, events and institutions. May demonstrate an understanding of implications Presents a response drawing on an identification of relevant features and issues of the period Refers to relevant sources and uses appropriate historical terms and concepts Makes statements about the different roles played by key people, groups, events and institutions Provides a descriptive narration which may include relevant features and issues of the period Basic use of historical terms and concepts; may refer to sources Presents a very limited narration/description of people and/or events from the past Limited use of historical terms/concepts HSC SPECIMEN PAPER

52 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines Section IV Historical Periods Questions with the directional term account for Q32 Q35 Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 Provides clear, complex and detailed reasons for change and continuity in the ancient world Presents a sustained, logical and well-structured response drawing on a clear identification of relevant features and issues of the period Supports the response with detailed and accurate information from specific, relevant sources. Uses a range of appropriate historical terms and concepts Provides clear and detailed reasons for change and continuity in the ancient world Presents a sustained, logical and structured response drawing on an identification of relevant features and issues of the period Supports the response with accurate information from relevant sources. Uses appropriate historical terms and concepts Provides reasons for change and continuity in the ancient world Presents a response drawing on an identification of relevant features and issues of the period Refers to relevant sources and uses appropriate historical terms and concepts Makes statements about change and continuity in the ancient world Provides a descriptive narration which may include relevant features and issues of the period Basic use of historical terms and concepts; may refer to sources Presents a very limited narration/description of people and/or events from the past Limited use of historical terms/concepts HSC SPECIMEN PAPER

53 Ancient History 2006 HSC Specimen Paper Mapping Grid Question Content Syllabus outcomes Targeted performance bands Section I Cities of Versuvius Pompeii and Herculaneum 1 1 Cities of Vesuvius Pompeii and Herculaneum H Cities of Vesuvius Pompeii and Herculaneum H (c) 4 Cities of Vesuvius Pompeii and Herculaneum H1.1, H Cities of Vesuvius Pompeii and Herculaneum H1.1, H3.1, H3.3, H Cities of Vesuvius Pompeii and Herculaneum H1.1, H3.2, H4.1, H Section II Ancient Societies (c) 5 4 (d) 6 4 (e) (c) 5 5 (d) 6 5 (e) (c) 5 6 (d) 6 6 (e) 10 Egypt: Society in Old Kingdom Egypt, Dynasties III to VI Egypt: Society in Old Kingdom Egypt, Dynasties III to VI Egypt: Society in Old Kingdom Egypt, Dynasties III to VI Egypt: Society in Old Kingdom Egypt, Dynasties III to VI Egypt: Society in Old Kingdom Egypt, Dynasties III to VI Egypt: Society in New Kingdom Egypt to the death of Amenhotep III Egypt: Society in New Kingdom Egypt to the death of Amenhotep III Egypt: Society in New Kingdom Egypt to the death of Amenhotep III Egypt: Society in New Kingdom Egypt to the death of Amenhotep III Egypt: Society in New Kingdom Egypt to the death of Amenhotep III Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX H H1.1, H H1.1, H4.1, H H1.1, H2.1, H H1.1, H2.1, H3.1, H4.1, H H H1.1, H H1.1, H4.1, H H1.1, H2.1, H H1.1, H2.1, H3.1, H4.1, H H H1.1, H H1.1, H4.1, H H1.1, H2.1, H H1.1, H2.1, H3.1, H4.1, H

54 2006 HSC Specimen Paper Ancient History Mapping Grid Question Content Syllabus outcomes Targeted performance bands (c) 5 7 (d) 6 7 (e) (c) 5 8 (d) 6 8 (e) (c) 5 9 (d) 6 9 (e) (c) 5 10 (d) 6 10 (e) 10 The Near East: Assyrian Society from Sargon II to Ashurbanipal The Near East: Assyrian Society from Sargon II to Ashurbanipal The Near East: Assyrian Society from Sargon II to Ashurbanipal The Near East: Assyrian Society from Sargon II to Ashurbanipal The Near East: Assyrian Society from Sargon II to Ashurbanipal The Near East: Society in Israel from Solomon to the fall of Samaria The Near East: Society in Israel from Solomon to the fall of Samaria The Near East: Society in Israel from Solomon to the fall of Samaria The Near East: Society in Israel from Solomon to the fall of Samaria The Near East: Society in Israel from Solomon to the fall of Samaria The Near East: Persian society at the time of Darius and Xerxes The Near East: Persian society at the time of Darius and Xerxes The Near East: Persian society at the time of Darius and Xerxes The Near East: Persian society at the time of Darius and Xerxes The Near East: Persian society at the time of Darius and Xerxes Greece: The Bronze Age Society in Minoan Crete Greece: The Bronze Age Society in Minoan Crete Greece: The Bronze Age Society in Minoan Crete Greece: The Bronze Age Society in Minoan Crete Greece: The Bronze Age Society in Minoan Crete H H1.1, H H1.1, H4.1, H H1.1, H2.1, H H1.1, H2.1, H3.1, H4.1, H H H1.1, H H1.1, H4.1, H H1.1, H2.1, H H1.1, H2.1, H3.1, H4.1, H H H1.1, H H1.1, H4.1, H H1.1, H2.1, H H1.1, H2.1, H3.1, H4.1, H H H1.1, H H1.1, H4.1, H H1.1, H2.1, H H1.1, H2.1, H3.1, H4.1, H Greece: The Bronze Age Mycenaean society H Greece: The Bronze Age Mycenaean society H1.1, H (c) 5 Greece: The Bronze Age Mycenaean society H1.1, H4.1, H (d) 6 Greece: The Bronze Age Mycenaean society H1.1, H2.1, H (e) 10 Greece: The Bronze Age Mycenaean society H1.1, H2.1, H3.1, H4.1, H