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2006 HSC Specimen Paper

Ancient History


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ISBN 17414 7155 9

2004415

2006 Higher School Certificate Specimen Examination Paper

Ancient History

Introduction

This document contains the specimen examination paper for the 2006 Higher SchoolCertificate examination in Ancient History. A mapping grid is also included, showing how eachquestion in the examination relates to the syllabus outcomes and content, and to theperformance 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 questionbooklet itself, as currently happens with the Modern History examination.

This specimen paper has been produced in accordance with the Board’s Principles for SettingHSC Examinations in a Standards-Referenced Framework, published in the Board BulletinVolume 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 studentperformance at all levels on the performance scale.

The paper has been designed so that students have a clear understanding of what they arerequired to do in each question and in working through the paper. Instructions have beenstandardised, and the demands of the questions have been made explicit. Key words inquestions, such as ‘discuss’, ‘analyse’, and ‘explain’, have been used consistently inaccordance with the glossary definitions published in the Board’s Assessment SupportDocument.

This specimen paper is an example of the type of examination that could be prepared withinthe examination specifications in the revised Ancient History syllabus. Examinations will bebased 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 subsequentyears may differ from those addressed in the specimen paper.

The mapping grid is an important feature of the development of the examination. It aids inensuring that the examination as a whole samples a range of content and outcomes, and allowsall students the opportunity to demonstrate their level of achievement.

There are a number of points to note in considering the Ancient History specimen examinationpaper:

• The format of the specimen paper reflects the examination specifications. Insubsequent examinations, the style and structure of the questions may differfrom those in the specimen paper, within the parameters of the examinationspecifications.

• In Section I, the number of marks allocated to the three questions may varyfrom year to year, as may the number of parts and the marks allocated to theparts in Question 1.

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• In Section II, the number of parts within each question may be either fouror 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 ofeach question will always be worth 15 marks. When the questions containthree parts, the marks allocated to the first two parts may vary.

• A rubric indicating general criteria for judging performance has been placedat the beginning of Sections III and IV of the paper to clearly indicate thecriteria that will be used to assess responses to the questions. These criteriaare in addition to criteria specific to each question.

Examples of possible alternative question structures and mark allocations for Sections II and IIIare included in the 2006 HSC Ancient History Examination Support Material on the Board’swebsite at http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/ancienthistory_specexam_06.pdf

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Ancient History

2006H I G H E R S C H O O L C E R T I F I C AT E

S P E C I M E N E X A M I N AT I O N

General Instructions

• Reading time – 5 minutes

• Working time – 3 hours

• Write using black or blue pen

• Write your Centre Number andStudent Number at the top of thispage

Total marks – 100

Pages 2–7

25 marks

• Attempt Questions 1–3

• Allow about 45 minutes for this section

Pages 9–18

25 marks

• Attempt ONE question from Questions 4–13


Pages 19–21

25 marks

• Attempt ONE question from Questions 14–25


Pages 22–26

25 marks• Attempt ONE question from Questions 26–41


Section IV

Section III

Section II

Section I

Centre Number

Student Number

Section I — Cities of Vesuvius – Pompeii and Herculaneum

25 marksAttempt Questions 1–3Allow about 45 minutes for this section

Answer the questions in the spaces provided.

MarksQuestion 1 (7 marks)

Source 1: Pliny the Younger, Letters, Book VI, Letter 16

Using Source 1:

(a) What position did Pliny the Elder hold in AD 79?

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(b) List TWO features of the eruption of Mount Vesuvius as described by Plinythe Younger.

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Question 1 continues on page 3

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1

My uncle was stationed at Misenum in active commandof the fleet. The ninth day before the Kalends ofSeptember [24 August], in the early afternoon, mymother drew to his attention a cloud of unusual sizeand appearance . . .

He hurried to the place where everyone else washastily leaving, steering his course straight for thedanger zone. He was entirely fearless, describing eachnew movement and phase of the portent to be noteddown exactly as he observed them. Ashes were alreadyfalling, hotter and thicker as the ships drew near,followed by bits of pumice and blackened stones,charred and cracked by the flames: then suddenly theywere in shallow water, and the shore was blocked bythe debris from the mountain.

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Extract from The Last Days of Pompeii by Paul Wilkinson reproduced with permission of BBC Worldwide Limited

(c) Paul Wilkinson 2003

Question 1 (continued)

Source 2: A street in Herculaneum

(c) Using Source 2, describe the main features of a street in Herculaneum.

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End of Question 1

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Marks


A Street in Heraculaneum’, from T H Feder, c1978, Great Treasures of Pompeii and Heraculaneum, Abbeville Press, New York, NY.

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)


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Illustration: Metal Workers (Tomb of Mereruka)Cyril Aldred, 1987, The Egyptians, Thames & Hudson,

London, Plate 77 Reproduced with the permission of Thames & Hudson

Quesiton 2 (continued)

Using Sources 3 and 4 and your knowledge of other sources, interpret what thesereveal about religious practices in Pompeii and/or Herculaneum.

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End of Question 2

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Marks


Question 3 (10 marks)

Source 5: Plaster casts from the ‘Garden ofthe Fugitives’ (Pompeii)

Using Source 5 and other sources, evaluate the methods of investigating the ancientcities of Pompeii and Herculaneum.

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Fratelli Alinari Archive

Question 3 (continued)

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End of Question 3

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BLANK PAGE

© Board of Studies NSW 2004

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2006 HIGHER SCHOOL CERTIFICATE SPECIMEN EXAMINATION

Ancient History

Section II — Ancient Societies

25 marksAttempt ONE question from Questions 4–13Allow about 45 minutes for this section

Answer the question in a separate writing booklet. Extra writing booklets are available.

MarksQuestion 4 — Option A – Egypt: Society in Old Kingdom Egypt,

Dynasties III to VI

(a) Name TWO Old Kingdom queens.

(b) What were the Pyramid Texts?

(c) Describe the main features of art in Old Kingdom Egyptian society.

(d) Outline the role of an Old Kingdom king.

(e) With reference to Source 6 and other sources, explain the main features of theOld Kingdom Egyptian economy.

Source 6: Metal workers (Tomb of Mereruka)

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George W Allan, ‘Osiride Statues in the Ramasseum at Thebes’, from Cyril Aldred, 1987, The Egyptians, Thames & Hudson, London,

Question 5 — Option B – Egypt: Society in New Kingdom Egypt to the death of Amenhotep III

(a) Name TWO of Egypt’s neighbouring peoples.

(b) What was ma’at?

(c) Describe the leisure activities of New Kingdom Egyptians.

(d) Outline the religious role of the pharaoh during this period.

(e) With reference to Source 7 and other sources you have studied, explain theimpact of empire on New Kingdom Egyptian society.

Source 7: The Battle of Megiddo (Annals of Thutmose III)

[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 ingold. [Chariots of the allied princes: 30]. Chariots of his wretchedarmy: 892. Total 924.

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Marks


The Temple Area in Jerusalem, G W Anderson, 1966, The History and Religion of Israel, Oxford University Press, Oxford

Question 6 — Option C – Egypt: Society in New Kingdom Egypt duringthe Ramesside Period, Dynasties XIX and XX

(a) Name TWO of Egypt’s neighbouring peoples.

(b) What was Per-Ramesses?

(c) Describe the activites of artisans during the Ramesside Period.

(d) Outline the roles and status of royal women.

(e) With reference to Source 8 and other sources you have studied, explain thenature of Ramesside architecture.

Source 8: Osiride statues in the Ramesseum, Thebes

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Marks


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.

Question 7 — Option D – The Near East: Assyrian Society from Sargon II toAshurbanipal

(a) Name TWO royal cities of ancient Assyria.

(b) Who were the scribes?

(c) Describe the crafts and industries of ancient Assyria.

(d) Outline the main features of Assyrian writing and literature.

(e) With reference to Source 9 and other sources, explain the nature and role of theAssyrian army.

Source 9: Siege and captives of Hamanu in Elam (reign of Ashurbanipal)

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Marks


‘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.

Question 8 — Option E – The Near East: Society in Israel from Solomon tothe fall of Samaria

(a) Name TWO Israelite ‘capitals’.

(b) Who was Yahweh?

(c) Describe the various occupations in Israelite society.

(d) Outline the main roles of non-royal women in Israelite society.

(e) With reference to Source 10 and other sources, explain the importance of theJerusalem temple.

Source 10: The temple area in Jerusalem

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Marks


Mycenaean figurines, from Lord William Taylor, 1991, The Mycenaeans, Thames & Hudson Ltd, London

Question 9 — Option F – The Near East: Persian society at the time ofDarius and Xerxes

(a) Name TWO major Persian cities.

(b) What was the Royal Road?

(c) Describe the royal funerary customs of the Achaemenids.

(d) Outline the main features of economic exchange throughout the Persian Empire.

(e) With reference to Source 11 and other sources, explain the roles and images ofthe Persian king.

Source 11: King Darius and Crown Prince Xerxes from the Persepolis Treasury

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Marks


‘Life of Lycurgus’ from Richard J Talbert (translator), 1988, Plutarch on Sparta, Penguin Classics, London; reproduced by permission of Penguin Books Ltd.

Question 10 — Option G – Greece: The Bronze Age – Society in Minoan Crete

(a) Name TWO Minoan palace sites.

(b) What was a thalassocracy?

(c) Describe the main features of Minoan frescoes.

(d) Outline the social structure of Minoan society.

(e) With reference to Source 12 and other sources, explain the main features ofMinoan religion.

Source 12: A reconstruction of a Minoan peak sanctuary

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‘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.

Question 11 — Option H – Greece: The Bronze Age – Mycenaean society

(a) Name TWO Mycenaean palace sites.

(b) What was a lawagetas?

(c) Describe the main features of Mycenaean frescoes.

(d) Outline the social structure of Mycenaean society.

(e) With reference to Source 13 and other sources, explain the main features ofMycenaean religious beliefs and practices.

Source 13: Mycenaean figurines

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Marks


Miriam Lichtheim, (c) 1973, Ancient Egyptian Literature: A Book of Readings, vol II, The Regents of the University of California, Berkeley.

Question 12 — Option I – Greece: Spartan society to the Battle of Leuctra371 BC

(a) Name TWO natural features of Sparta.

(b) What were kleroi?

(c) Describe the economic role of the perioeki and the helots.

(d) Outline the main features of Spartan art during this period.

(e) With reference to Source 14 and other sources, explain the structure of Spartangovernment.

Source 14: Plutarch, Life of Lycurgus

When the populace was assembled,Lycurgus permitted no one else exceptthe Elders and kings to make a proposal,although the authority to decide uponwhat the latter put forward did belong tothe people.

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http://www.bedford.12.ny.us/flhs/science/drewp/italypromo/fugitives.jpg With courtesy of Drew Patrick

Question 13 — Option J – Greece: Athenian society in the time of Pericles

(a) Name TWO natural features of Athens.

(b) What was the Panathenaia?

(c) Describe the main features of Athenian economy.

(d) Outline the main features of Athenian art in this period.

(e) With reference to Source 15 and other sources, explain the structures andfeatures of Athenian democracy.

Source 15: Thucydides, The Peloponnesian War, II, 37

‘Let me say that our system of government does notcopy the institutions of our neighbours. It is more thecase of our being a model to others, than of ourimitating anyone else. Our constitution is called ademocracy because power is in the hands not of aminority but of the whole people. When it is aquestion of settling private disputes, everyone is equalbefore the law; when it is a question of putting oneperson before another in positions of publicresponsibility, what counts is not membership of aparticular class, but the actual ability which the manpossesses.

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Marks


Section III — Personalities in Their Times



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

MarksQuestion 14 — Option A – Egypt: Hatshepsut

(a) How did Hatshepsut show her devotion to Amun-Re?

(b) Assess Hatshepsut’s relationship with Thutmose III.

Question 15 — Option B – Egypt: Akhenaten

(a) How did Akhenaten show his devotion to the Aten?

(b) Assess Akhenaten’s foreign policy.

Question 16 — Option C – Egypt: Ramesses II

(a) Why did Ramesses II make a peace treaty with the Hittites?

(b) Assess Ramesses II’s religious policy.

Question 17 — Option D – The Near East: Sennacherib

(a) Why did Sennacherib destroy Babylon?

(b) Assess Sennacherib’s public works and building program. 15

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Question 18 — Option E – The Near East: Xerxes

(a) Explain the building program of Xerxes.

(b) Assess Xerxes’ administration of the Persian empire.

Question 19 — Option F – The Near East: Hannibal

(a) Explain Hannibal’s rise to prominence.

(b) Assess Hannibal’s strategies during the Second Punic War.

Question 20 — Option G – Greece: Pericles

(a) How was Pericles able to maintain his position of leadership in Athens?

(b) Assess Pericles’ role in the Peloponnesian War.

Question 21 — Option H – Greece: Alexander the Great

(a) How did Alexander the Great administer his empire?

(b) Assess the generalship of Alexander the Great.

Question 22 — Option I – Greece: Cleopatra VII

(a) Explain the significance of the battle of Actium for Cleopatra.

(b) Assess the Greek and Egyptian portrayals of Cleopatra as a ruler. 15

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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


Marks


Question 23 — Option J – Rome: Tiberius Gracchus

(a) Explain Tiberius Gracchus’ rise to prominence.

(b) Assess the impact of Tiberius Gracchus’ reforms.

Question 24 — Option K – Rome: Julius Caesar

(a) Why was Julius Caesar killed?

(b) Assess the impact of Julius Caesar’s personality on his career.

Question 25 — Option L – Rome: Agrippina the Younger

(a) Explain Agrippina’s role during the reign of Claudius.

(b) Assess the basis of Agrippina’s power and influence. 15

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Marks


Section IV — Historical Periods



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


MarksQuestion 26 — Option A – Egypt: From Unification to the First Intermediate

Period

(a) Explain the emergence of centralised government in Old Kingdom Egypt to theend of Dynasty II.

OR

(b) Assess the reasons for the breakdown of Old Kingdom Egypt.

Question 27 — Option B – Egypt: New Kingdom Egypt to the death ofThutmose IV

(a) Assess the contribution of queens to New Kingdom Egypt during this period.

OR

(b) Explain the political and religious significance of building programs in thisperiod.

Question 28 — Option C – Egypt: New Kingdom Egypt from Amenhotep III tothe death of Ramesses II

(a) Assess the achievements of Amenhotep III.

OR

(b) Explain the maintenance and administration of the ‘empire’ during this period. 25

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Question 29 — Option D – The Near East: Assyria from Tiglath-Pileser III tothe fall of Assyria 609 BC

(a) Evaluate the impact of Tiglath-Pileser III as an Assyrian king.

OR

(b) Explain the maintenance and administration of the Assyrian empire during thisperiod.

Question 30 — Option E – The Near East: Israel and Judah from the death ofSolomon to the fall of Jerusalem

(a) Explain the changing relationships between the two kingdoms during thisperiod.

OR

(b) Assess the impact of Ahab as an Israelite king.

Question 31 — Option F – The Near East: Persia from Cyrus II to the death ofDarius III

(a) Explain the establishment of the Achaemenid Dynasty.

OR

(b) Assess the impact of Cambyses as a Persian king.

Question 32 — Option G – Greece: The development of the Greek world800–500 BC

(a) Account for the nature and consequences of tyrannies during this period.

OR

(b) Analyse Cleisthenes’ reforms and the development of Athenian democracy. 25

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Question 33 — Option H – Greece: The Greek world 500–440 BC

(a) Explain the Greek victory in the Persian Wars.

OR

(b) Explain the development and nature of Athenian democracy during this period.

Question 34 — Option I – Greece: The Greek world 446–399 BC

(a) Assess the roles of Sparta and Corinth in causing the Peloponnesian War.

OR

(b) Explain the Athenian defeat in the Peloponnesian War.

Question 35 — Option J – Greece: Fourth-century Greece to the death ofPhilip II of Macedon

(a) Evaluate the nature and impact of the Spartan hegemony.

OR

(b) Account for the rise of Macedon during this period. 25

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Question 36 — Option K – Rome: 264–133 BC

(a) Evaluate the strategies used by the Carthaginians and the Romans in the FirstPunic War.

OR

(b) Analyse the impact that Hellenism (Greek culture) had on Rome in the periodbefore 146 BC.

Question 37 — Option L – Rome: Political revolution in Rome 133–78 BC

(a) Evaluate the significance of Marius’ career during this period.

OR

(b) Explain the impact of any TWO radical tribunes during this period.

Question 38 — Option M – Rome: The fall of the Roman Republic 78–31 BC

(a) To what extent was Pompey responsible for the outbreak of civil war?

OR

(b) Evaluate the importance of the conflict between Mark Antony and Octavian.

Question 39 — Option N – Rome: The Augustan Age 44 BC – AD 14

(a) Assess the contribution of Maecenas and Agrippa in the Augustan Age.

OR

(b) Evaluate the methods used by Augustus to deal with his opposition. 25

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Question 40 — Option O – Rome: Rome in the time of the Julio-ClaudiansAD 14–69

(a) Assess the importance of imperial building programs in this period.

OR

(b) Evaluate the impact of Tiberius as princeps.

Question 41 — Option P – Rome: The Roman Empire AD 69–235

(a) Explain the process of Romanisation in this period.

OR

(b) Evaluate the impact of Vespasian as princeps.

End of Paper

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© Board of Studies NSW 2004

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– 1 – 2006 HSC SPECIMEN PAPER

2006 HSC Ancient History Specimen PaperSample Marking Guidelines

Section I — Cities of Vesuvius – Pompeii and Herculaneum

Question 1 (a)

Outcomes assessed: H1.1

MARKING GUIDELINESCriteria Marks

• Mentions Pliny the Elder as Commander/Admiral of the Fleet 1

Question 1 (b)



• Mentions two features of the eruption 2

• Mentions one feature of the eruption 1

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 fromthe source

4

• Provides accurate characteristics of features of the street from the source

OR

• Provides detailed characteristics of one feature and refers to one or twoother features

OR

• Mentions two or three features

2–3

• Makes one simple point about the street from the source 1

Question 2

Outcomes assessed: H1.1, H3.1, H3.3, H4.1


• Draws a clear, comprehensive and accurate connection between thesources provided and features of religious practices in Pompeii and/orHerculaneum

• Draws evidence from the sources provided and uses other sources tosupport an interpretation

• Provides a detailed, well-structured response using historical terms andconcepts appropriately

7–8

• Draws a clear and accurate connection between the sources provided andfeatures of religious practices in Pompeii and/or Herculaneum

• Draws some evidence from the sources provided and refers to othersources

• Provides a structured response using historical terms and concepts

5–6

• Makes some connection between the sources provided and features ofreligious practices in Pompeii and/or Herculaneum

OR

• Describes religious practice as shown in the sources. May make referenceto other sources

• Provides a descriptive response using some historical terms

3–4

• Makes one or two general points about religious practices in Pompeiiand/or Herculaneum

• May make reference to the sources provided and/or other sources1–2



Question 3



• Provides a clear and critical judgement about the methods of investigatingPompeii and Herculaneum based on criteria relevant to key issues ofarchaeological investigation of these cities

• Demonstrates a complex understanding of a range of archaeologicalmethodologies used at Pompeii and Herculaneum supported byappropriate historical terms and concepts

• Provides a detailed, well-structured response supported by close referenceto Source 5 and other sources

9–10

• Provides a clear judgement about the methods of investigating Pompeiiand Herculaneum based on criteria relevant to some key issues ofarchaeological investigation of these cities

• Demonstrates a sound understanding of a range of archaeologicalmethodologies used at Pompeii and Herculaneum supported byappropriate historical terms and concepts

• Provides a well-structured response supported by close reference toSource 5 and other sources

7–8

• Provides a detailed description of the key issues of archaeologicalinvestigation of Pompeii and Herculaneum

• Demonstrates some understanding of archaeological methodologies usedat Pompeii and Herculaneum using some historical terms and concepts

• Provides a structured response with some reference to Source 5. Maymention other sources

5–6

• Describes some archaeological investigation. May refer to Pompeii and/orHerculaneum

• Demonstrates some use of historical terms3–4

• Makes one or two points about archaeologicalinvestigation/Pompeii/Herculaneum

1–2




Option A — Egypt: Society in Old Kingdom Egypt, Dynasties III to VI

Question 4 (a)



• Names TWO Old Kingdom queens 2

• Names ONE Old Kingdom queen 1

Question 4 (b)



• 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 OldKingdom Egyptian society

4–5

• Provides some characteristics of the main features of art in Old KingdomEgyptian society

2–3

• Provides one relevant point about art in Old Kingdom Egypt 1

Question 4 (d)



• 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 1–2



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 KingdomEgyptian economy clearly evident using specific examples

• Refers closely to the source and other sources8–10

• Makes some of the relationships between the main features of the OldKingdom Egyptian economy evident using some examples

• Refers to the source and other sources6–7

• Describes the main features of the Old Kingdom Egyptian economy

• May refer to the source4–5

• Makes some relevant points about the main features of the Old KingdomEgyptian economy


• Makes one relevant point about the Old Kingdom Egyptian economy 1



Option G — Greece: The Bronze Age – Society in Minoan Crete

Question 10 (a)



• Names TWO Minoan palace sites 2

• Names ONE Minoan palace site 1

Question 10 (b)



• Makes two relevant points about thalassocracy 2

• Makes one relevant point about thalassocracy 1

Question 10 (c)



• Provides accurate characteristics of the main features of Minoanfrescoes

4–5

• Provides some characteristics of the main features of Minoan frescoes 2–3

• Provides one relevant point about Minoan frescoes 1

Question 10 (d)



• Accurately indicates the main features of the social structure of Minoansociety

5–6

• Indicates some features of the social structure of Minoan society 3–4

• Makes some simple points about the social structure of Minoan society 1–2



Question 10 (e)



• Makes the relationships between the main features of Minoan religionclearly evident using specific examples

• Refers closely to the source and other sources8–10

• Makes some of the relationships between the main features of Minoanreligion evident using some examples

• Refers to the source and other sources6–7

• Describes the main features of Minoan religion


• Makes some relevant points about the main features of Minoan religion


• Makes one relevant point about Minoan religion 1



Option I — Greece: Spartan society to the Battle of Leuctra 371 BC

Question 12 (a)



• Names TWO natural features of Sparta 2

• Names ONE natural feature of Sparta 1

Question 12 (b)



• Makes two relevant points about kleroi 2

• Makes one relevant point about kleroi 1

Question 12 (c)



• Provides accurate characteristics of the main features of the economicrole of the perioeki and the helots

4–5

• Provides some characteristics of the features of the economic role ofthe perioeki and the helots

2–3

• Provides one relevant point about the perioeki and the helots 1

Question 12 (d)



• 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 1–2



Question 12 (e)



• Makes the relationship between the various levels of the structure ofSpartan government clearly evident using specific examples

• Refers closely to the source and other evidence8–10

• Makes some of the relationship between the levels of the structure ofSpartan government evident using some examples

• Refers to the source and other evidence6–7

• Describes the structure of Spartan government


• Makes some relevant points about the structure of Spartan government


• Makes one relevant point about the structure of Spartan government 1




Option A — Egypt: Hatshepsut

Question 14 (a)



• Makes the main features of Hatshepsut’s devotion to Amun-Reclearly evident using specific and detailed examples

• Develops a clear, comprehensive and coherent response usingappropriate terms and concepts accurately

9–10

• Makes the main features of Hatshepsut’s devotion to Amun-Reevident using specific examples

• Develops a clear and coherent response using appropriate termsand concepts accurately

7–8

• Makes some features of Hatshepsut’s devotion to Amun-Re evidentusing examples

• Provides a response using some appropriate terms and concepts5–6

• Describes features of Hatshepsut’s devotion to Amun-Re

• Uses some terms and concepts3–4

• Makes one or two relevant points about Hatshepsut’s devotion toAmun-Re 1–2



Question 14 (b)

Outcomes assessed: H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, H4.2


• Provides a comprehensive and coherent judgement aboutHatshepsut’s relationship with Thutmose III

• Develops a sustained, logical and well-structured argument usingappropriate terms and concepts accurately

• Supports the response with detailed and accurate information fromrelevant sources about Hatshepsut’s relationship with Thutmose III

13–15

• Provides a coherent judgement about Hatshepsut’s relationshipwith Thutmose III

• Develops a logical and well-structured argument using appropriateterms and concepts accurately

• Supports the response with accurate information from relevantsources about Hatshepsut’s relationship with Thutmose III

10–12

• Provides some judgement about Hatshepsut’s relationship withThutmose III

• Presents a structured argument using appropriate terms andconcepts

• Supports the response with information from relevant sources aboutHatshepsut’s relationship with Thutmose III

7–9

• Describes Hatshepsut’s relationship with Thutmose III

• Presents a response using some terms and concepts

• Refers to some sources

4–6

• Makes some simple points about Hatshepsut and/or Thutmose III 1–3



Option E — The Near East: Xerxes

Question 18 (a)



• Makes the main features of Xerxes’ building program clearlyevident using specific and detailed examples


9–10

• Makes the main features of Xerxes’ building program evident usingspecific examples


7–8

• Makes some features of Xerxes’ building program evident usingexamples


• Describes features of Xerxes’ building program


• Makes one or two relevant points about Xerxes’ building program 1–2



Question 18 (b)



• Provides a comprehensive and coherent judgement about Xerxes’administration of the Persian Empire


• Supports the response with detailed and accurate information fromrelevant sources about Xerxes’ administration of the PersianEmpire

13–15

• Provides a coherent judgement about Xerxes’ administration of thePersian Empire


• Supports the response with accurate information from relevantsources about Xerxes’ administration of the Persian Empire

10–12

• Provides some judgement about Xerxes’ administration of thePersian Empire


• Supports the response with information from relevant sources aboutXerxes’ administration of the Persian Empire

7–9

• Describes Xerxes’ administration of the Persian Empire



4–6

• Makes some simple points about Xerxes and/or the Persian Empire 1–3



Option L — Rome: Agrippina the Younger

Question 25 (a)



• Makes the main features Agrippina’s role during the reign ofClaudius clearly evident using specific and detailed examples


9–10

• Makes the main features of Agrippina’s role during the reign ofClaudius evident using specific examples


7–8

• Makes some features of Agrippina’s role during the reign ofClaudius evident using examples


• Describes features of Agrippina’s role during the reign of Claudius


• Makes one or two relevant points about Agrippina’s role during thereign of Claudius 1–2



Question 25 (b)



• Provides a comprehensive and coherent judgement about the basisof Agrippina’s power and influence


• Supports the response with detailed and accurate information fromrelevant sources about the basis of Agrippina’s power andinfluence

13–15

• Provides a coherent judgement about the basis of Agrippina’spower and influence


• Supports the response with accurate information from relevantsources about the basis of Agrippina’s power and influence

10–12

• Provides some judgement about the basis of Agrippina’s power andinfluence


• Supports the response with information from relevant about thebasis of Agrippina’s power and influence

7–9

• Describes the basis of Agrippina’s power and influence



4–6

• Makes some simple points about Agrippina the Younger 1–3




Questions with the directional term ‘assess’

Q26(b) Q27(a) Q28(a) Q30(b) Q31(b)

Q34(a) Q38(a) Q39(a) Q40(a)

Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2


• Makes accurate and detailed judgements of the value/outcomes of thedifferent roles played by key people, groups, events and institutions

• Presents a sustained, logical and well-structured response drawing on aclear identification of relevant features and issues of the period

• Supports the response with detailed and accurate information fromspecific, relevant sources. Uses a range of appropriate historical termsand concepts

21–25

• Makes detailed judgements of the different roles played by key people,groups, events and institutions

• Presents a sustained, logical and structured response drawing on anidentification of relevant features and issues of the period

• Supports the response with accurate information from relevant sources.Uses appropriate historical terms and concepts

16–20

• Makes some judgements of the different roles played by key people,groups, events and institutions

• Presents a response drawing on an identification of relevant featuresand issues of the period

• Refers to relevant sources and uses appropriate historical terms andconcepts

11–15

• Makes statements about the different roles played by key people,groups, events and institutions

• Provides a descriptive narration which may include relevant featuresand issues of the period

• Basic use of historical terms and concepts; may refer to sources

6–10

• Presents a very limited narration/description of people and/or eventsfrom the past

• Limited use of historical terms/concepts1–5




Questions with the directional term ‘explain’

Q26(a) Q27(b) Q28(b) Q29(b) Q30(a) Q31(a)

Q33(a) Q33(b) Q34(b) Q37(b) Q41(a)



• Makes the relationships between key people, groups, events andinstitutions clearly evident in an accurate and detailed manner. Clearlystates why and/or how



21–25

• Makes relationships between key people, groups, events andinstitutions evident in a detailed manner. States why and/or how



16–20

• Makes some relationships evident between key people, groups, eventsand institutions. May state why and/or how



11–15




6–10






Questions with the directional term ‘evaluate’

Q29(a) Q35(a) Q36(a) Q37(a) Q38(b) Q39(b) Q40(b) Q41(b)



• Provides a clear and critical judgement about the key people, groups,events and institutions based on criteria relevant to the historical periodand in the context of the question



21–25

• Provides a clear judgement about key people, groups, events andinstitutions evident in a detailed manner



16–20

• Makes a limited judgement about key people, groups, events andinstitutions



11–15




6–10






Questions with the directional term ‘analyse’

Q32(b) Q36(b)



• Identifies the components of, and makes the relationships between keypeople, groups, events and institutions clearly evident. Demonstrates acomplex and detailed understanding of implications



21–25

• Identifies the components of, and makes the relationships between keypeople, groups, events and institutions evident. Demonstrates a detailedunderstanding of implications



16–20

• Identifies some components of, and refers to relationships between keypeople, groups, events and institutions. May demonstrate anunderstanding of implications



11–15




6–10






Questions with the directional term ‘account for’

Q32(a) Q35(b)



• Provides clear, complex and detailed reasons for change and continuityin the ancient world



21–25

• Provides clear and detailed reasons for change and continuity in theancient world



16–20

• Provides reasons for change and continuity in the ancient world



11–15

• Makes statements about change and continuity in the ancient world



6–10



– 1 –

Ancient History2006 HSC Specimen Paper Mapping Grid

Question Marks Content Syllabus outcomes Targetedperformance

bands

Section I — Cities of Versuvius – Pompeii and Herculaneum

1 (a) 1 Cities of Vesuvius – Pompeii and Herculaneum H1.1 2–3

1 (b) 2 Cities of Vesuvius – Pompeii and Herculaneum H1.1 2–3

1 (c) 4 Cities of Vesuvius – Pompeii and Herculaneum H1.1, H3.1 2–4

2 8 Cities of Vesuvius – Pompeii and Herculaneum H1.1, H3.1, H3.3, H4.1 2–6

3 10 Cities of Vesuvius – Pompeii and Herculaneum H1.1, H3.2, H4.1, H4.2 2–6


4 (a) 2Egypt: Society in Old Kingdom Egypt,Dynasties III to VI H1.1 2–3

4 (b) 2Egypt: Society in Old Kingdom Egypt,Dynasties III to VI H1.1, H4.1 2–4

4 (c) 5Egypt: Society in Old Kingdom Egypt,Dynasties III to VI

H1.1, H4.1, H4.2 2–4

4 (d) 6Egypt: Society in Old Kingdom Egypt,Dynasties III to VI H1.1, H2.1, H4.2 2–5

4 (e) 10Egypt: Society in Old Kingdom Egypt,Dynasties III to VI H1.1, H2.1, H3.1, H4.1, H4.2 2–6

5 (a) 2Egypt: Society in New Kingdom Egypt to thedeath of Amenhotep III

H1.1 2–3

5 (b) 2Egypt: Society in New Kingdom Egypt to thedeath of Amenhotep III H1.1, H4.1 2–4

5 (c) 5Egypt: Society in New Kingdom Egypt to thedeath of Amenhotep III

H1.1, H4.1, H4.2 2–4

5 (d) 6Egypt: Society in New Kingdom Egypt to thedeath of Amenhotep III H1.1, H2.1, H4.2 2–5

5 (e) 10Egypt: Society in New Kingdom Egypt to thedeath of Amenhotep III H1.1, H2.1, H3.1, H4.1, H4.2 2–6

6 (a) 2Egypt: Society in New Kingdom Egypt duringthe Ramesside Period, Dynasties XIX and XX

H1.1 2–3

6 (b) 2Egypt: Society in New Kingdom Egypt duringthe Ramesside Period, Dynasties XIX and XX H1.1, H4.1 2–4

6 (c) 5Egypt: Society in New Kingdom Egypt duringthe Ramesside Period, Dynasties XIX and XX H1.1, H4.1, H4.2 2–4

6 (d) 6Egypt: Society in New Kingdom Egypt duringthe Ramesside Period, Dynasties XIX and XX

H1.1, H2.1, H4.2 2–5

6 (e) 10Egypt: Society in New Kingdom Egypt duringthe Ramesside Period, Dynasties XIX and XX H1.1, H2.1, H3.1, H4.1, H4.2 2–6

2006 HSC Specimen Paper Ancient History Mapping Grid

– 2 –


bands

7 (a) 2The Near East: Assyrian Society from Sargon IIto Ashurbanipal H1.1 2–3

7 (b) 2The Near East: Assyrian Society from Sargon IIto Ashurbanipal

H1.1, H4.1 2–4

7 (c) 5The Near East: Assyrian Society from Sargon IIto Ashurbanipal H1.1, H4.1, H4.2 2–4

7 (d) 6The Near East: Assyrian Society from Sargon IIto Ashurbanipal H1.1, H2.1, H4.2 2–5

7 (e) 10The Near East: Assyrian Society from Sargon IIto Ashurbanipal

H1.1, H2.1, H3.1, H4.1, H4.2 2–6

8 (a) 2The Near East: Society in Israel from Solomonto the fall of Samaria H1.1 2–3

8 (b) 2The Near East: Society in Israel from Solomonto the fall of Samaria

H1.1, H4.1 2–4

8 (c) 5The Near East: Society in Israel from Solomonto the fall of Samaria H1.1, H4.1, H4.2 2–4

8 (d) 6The Near East: Society in Israel from Solomonto the fall of Samaria H1.1, H2.1, H4.2 2–5

8 (e) 10The Near East: Society in Israel from Solomonto the fall of Samaria

H1.1, H2.1, H3.1, H4.1, H4.2 2–6

9 (a) 2The Near East: Persian society at the time ofDarius and Xerxes H1.1 2–3

9 (b) 2The Near East: Persian society at the time ofDarius and Xerxes H1.1, H4.1 2–4

9 (c) 5The Near East: Persian society at the time ofDarius and Xerxes

H1.1, H4.1, H4.2 2–4

9 (d) 6The Near East: Persian society at the time ofDarius and Xerxes H1.1, H2.1, H4.2 2–5

9 (e) 10The Near East: Persian society at the time ofDarius and Xerxes

H1.1, H2.1, H3.1, H4.1, H4.2 2–6

10 (a) 2Greece: The Bronze Age – Society in MinoanCrete H1.1 2–3

10 (b) 2Greece: The Bronze Age – Society in MinoanCrete H1.1, H4.1 2–4

10 (c) 5Greece: The Bronze Age – Society in MinoanCrete

H1.1, H4.1, H4.2 2–4

10 (d) 6Greece: The Bronze Age – Society in MinoanCrete H1.1, H2.1, H4.2 2–5

10 (e) 10Greece: The Bronze Age – Society in MinoanCrete H1.1, H2.1, H3.1, H4.1, H4.2 2–6

11 (a) 2 Greece: The Bronze Age – Mycenaean society H1.1 2–3

11 (b) 2 Greece: The Bronze Age – Mycenaean society H1.1, H4.1 2–4

11 (c) 5 Greece: The Bronze Age – Mycenaean society H1.1, H4.1, H4.2 2–4

11 (d) 6 Greece: The Bronze Age – Mycenaean society H1.1, H2.1, H4.2 2–5

11 (e) 10 Greece: The Bronze Age – Mycenaean society H1.1, H2.1, H3.1, H4.1, H4.2 2–6


– 3 –


bands

12 (a) 2Greece: Spartan society to the Battle of Leuctra371 BC H1.1 2–3

12 (b) 2Greece: Spartan society to the Battle of Leuctra371 BC

H1.1, H4.1 2–4

12 (c) 5Greece: Spartan society to the Battle of Leuctra371 BC H1.1, H4.1, H4.2 2–4

12 (d) 6Greece: Spartan society to the Battle of Leuctra371 BC H1.1, H2.1, H4.2 2–5

12 (e) 10Greece: Spartan society to the Battle of Leuctra371 BC

H1.1, H2.1, H3.1, H4.1, H4.2 2–6

13 (a) 2 Greece: Athenian society in the time of Pericles H1.1 2–3

13 (b) 2 Greece: Athenian society in the time of Pericles H1.1, H4.1 2–4

13 (c) 5 Greece: Athenian society in the time of Pericles H1.1, H4.1, H4.2 2–4

13 (d) 6 Greece: Athenian society in the time of Pericles H1.1, H2.1, H4.2 2–5

13 (d) 10 Greece: Athenian society in the time of Pericles H1.1, H2.1, H3.1, H4.1, H4.2 2–6


14 (a) 10 Egypt: Hatshepsut H1.1, H2.1, H4.1, H4.2 2–6

14 (b) 15 Egypt: HatshepsutH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2

2–6

15 (a) 10 Egypt: Akhenaten H1.1, H2.1, H4.1, H4.2 2–6

15 (b) 15 Egypt: AkhenatenH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2

2–6

16 (a) 10 Egypt: Ramesses II H1.1, H2.1, H4.1, H4.2 2–6

16 (b) 15 Egypt: Ramesses IIH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2 2–6

17 (a) 10 The Near East: Sennacherib H1.1, H2.1, H4.1, H4.2 2–6

17 (b) 15 The Near East: SennacheribH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2 2–6

18 (a) 10 The Near East: Xerxes H1.1, H2.1, H4.1, H4.2 2–6

18 (b) 15 The Near East: XerxesH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2

2–6

19 (a) 10 The Near East: Hannibal H1.1, H2.1, H4.1, H4.2 2–6

19 (b) 15 The Near East: HannibalH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2

2–6

20 (a) 10 Greece: Pericles H1.1, H2.1, H4.1, H4.2 2–6

20 (b) 15 Greece: PericlesH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2 2–6


– 4 –


bands

21 (a) 10 Greece: Alexander the Great H1.1, H2.1, H4.1, H4.2 2–6

21 (b) 15 Greece: Alexander the GreatH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2

2–6

22 (a) 10 Greece: Cleopatra VII H1.1, H2.1, H4.1, H4.2 2–6

22 (b) 15 Greece: Cleopatra VIIH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2 2–6

23 (a) 10 Rome: Tiberius Gracchus H1.1, H2.1, H4.1, H4.2 2–6

23 (b) 15 Rome: Tiberius GracchusH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2 2–6

24 (a) 10 Rome: Julius Caesar H1.1, H2.1, H4.1, H4.2 2–6

24 (b) 15 Rome: Julius CaesarH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2 2–6

25 (a) 10 Rome: Agrippina the Younger H1.1, H2.1, H4.1, H4.2 2–6

25 (b) 15 Rome: Agrippina the YoungerH1.1, H2.1, H3.3, H3.4, H3.6, H4.1,H4.2

2–6


26 (a) 25Egypt: From Unification to the FirstIntermediate Period H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

26 (b) 25Egypt: From Unification to the FirstIntermediate Period

H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

27 (a) 25Egypt: New Kingdom Egypt to the death ofThutmose IV H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

27 (b) 25Egypt: New Kingdom Egypt to the death ofThutmose IV

H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

28 (a) 25Egypt: New Kingdom Egypt from AmenhotepIII to the death of Ramesses II H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

28 (b) 25Egypt: New Kingdom Egypt from AmenhotepIII to the death of Ramesses II H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

29 (a) 25The Near East: Assyria from Tiglath-Pileser IIIto the fall of Assyria 609 BC

H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

29 (b) 25The Near East: Assyria from Tiglath-Pileser IIIto the fall of Assyria 609 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

30 (a) 25The Near East: Israel and Judah from the deathof Solomon to the fall of Jerusalem H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

30 (b) 25The Near East: Israel and Judah from the deathof Solomon to the fall of Jerusalem

H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

31 (a) 25The Near East: Persia from Cyrus II to the deathof Darius III H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

31 (b) 25The Near East: Persia from Cyrus II to the deathof Darius III

H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

32 (a) 25Greece: The development of the Greek world800–500 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

32 (b) 25Greece: The development of the Greek world800–500 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6


– 5 –


bands

33 (a) 25 Greece: The Greek world 500–440 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

33 (b) 25 Greece: The Greek world 500–440 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

34 (a) 25 Greece: The Greek world 446–399 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

34 (b) 25 Greece: The Greek world 446–399 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

35 (a) 25Greece: Fourth-century Greece to the death ofPhilip II of Macedon

H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

35 (b) 25Greece: Fourth-century Greece to the death ofPhilip II of Macedon H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

36 (a) 25 Rome: 264–133 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

36 (b) 25 Rome: 264–133 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

37 (a) 25 Rome: Political revolution in Rome 133–78 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

37 (b) 25 Rome: Political revolution in Rome 133–78 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

38 (a) 25Rome: The fall of the Roman Republic78–31 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

38 (b) 25Rome: The fall of the Roman Republic78–31 BC H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

39 (a) 25 Rome: The Augustan Age 44 BC – AD 14 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

39 (b) 25 Rome: The Augustan Age 44 BC – AD 14 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

40 (a) 25Rome: Rome in the time of the Julio-ClaudiansAD 14–69

H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

40 (b) 25Rome: Rome in the time of the Julio-ClaudiansAD 14–69 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

41 (a) 25 Rome: The Roman Empire: AD 69–235 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

41 (b) 25 Rome: The Roman Empire: AD 69–235 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6

2006 hsc specimen paper - riversideg-h.schools.nsw.edu.au maat/2006... · 2006 higher school...

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