Ancient History © 2004 Copyright Board of Studies NSW for and on Behalf of the Crown in Right of the State of New South Wales

2006 HSC Specimen Paper

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 other- wise, 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 1968. 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.

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ISBN 17414 7155 9 2004415

2006 HSC Specimen Paper 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 • 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 http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/ancienthistory_specexam_06.pdf

– ii – 2006 HSC Specimen Paper Centre Number

Student Number

2006 HIGHER SCHOOL CERTIFICATE SPECIMEN EXAMINATION

Ancient History

Total marks – 100

Section I Pages 2–7 25 marks • Attempt Questions 1–3 •Allow about 45 minutes for this section General Instructions • Reading time – 5 minutes Section II Pages 9–18 •Working time – 3 hours 25 marks •Write using black or blue pen • Attempt ONE question from Questions 4–13 •Write your Centre Number and •Allow about 45 minutes for this section Student Number at the top of this page Section III Pages 19–21 25 marks • Attempt ONE question from Questions 14–25 •Allow about 45 minutes for this section

Section IV Pages 22–26 25 marks • Attempt ONE question from Questions 26–41 •Allow about 45 minutes for this section 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.

Marks 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

Extract from The Last Days of Pompeii by Paul Wilkinson reproduced with permission of BBC Worldwide Limited Using Source 1: (c) Paul Wilkinson 2003

(a) What position did Pliny the Elder hold in AD 79? 1 ......

(b) List TWO features of the eruption of Mount Vesuvius as described by Pliny 2 the Younger......

Question 1 continues on page 3

– 2 – 2006 HSC Specimen Paper Marks 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.

End of Question 1

– 3 – 2006 HSC Specimen Paper 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 5

– 4 – 2006 HSC Specimen Paper Marks Quesiton 2 (continued)

Using Sources 3 and 4 and your knowledge of other sources, interpret what these 8 reveal about religious practices in Pompeii and/or Herculaneum......

End of Question 2

– 5 – 2006 HSC Specimen Paper Marks 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 10 cities of Pompeii and Herculaneum......

...... Question 3 continues on page 7

– 6 – 2006 HSC Specimen Paper Question 3 (continued) ......

...... End of Question 3

– 7 – 2006 HSC Specimen Paper BLANK PAGE

– 8 – © Board of Studies NSW 2004 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.

Marks Question 4 — Option A – Egypt: Society in Old Kingdom Egypt, Dynasties III to VI

(a) Name TWO Old Kingdom queens. 2

(b) What were the Pyramid Texts? 2

(d) Outline the role of an Old Kingdom king. 6

(e) With reference to Source 6 and other sources, explain the main features of the 10 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,

– 9 – 2006 HSC Specimen Paper Marks Question 5 — Option B – Egypt: Society in New Kingdom Egypt to the death of Amenhotep III

(a) Name TWO of Egypt’s neighbouring peoples. 2

(b) What was ma’at? 2

(d) Outline the religious role of the pharaoh during this period. 6

(e) With reference to Source 7 and other sources you have studied, explain the 10 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

– 10 – 2006 HSC Specimen Paper Marks Question 6 — Option C – Egypt: Society in New Kingdom Egypt during the Ramesside Period, Dynasties XIX and XX

(a) Name TWO of Egypt’s neighbouring peoples. 2

(b) What was Per-Ramesses? 2

(d) Outline the roles and status of royal women. 6

(e) With reference to Source 8 and other sources you have studied, explain the 10 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.

– 11 – 2006 HSC Specimen Paper Marks Question 7 — Option D – The Near East: Assyrian Society from Sargon II to Ashurbanipal

(a) Name TWO royal cities of ancient Assyria. 2

(b) Who were the scribes? 2

(d) Outline the main features of Assyrian writing and literature. 6

(e) With reference to Source 9 and other sources, explain the nature and role of the 10 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.

– 12 – 2006 HSC Specimen Paper Marks Question 8 — Option E – The Near East: Society in Israel from Solomon to the fall of Samaria

(a) Name TWO Israelite ‘capitals’. 2

(b) Who was Yahweh? 2

(d) Outline the main roles of non-royal women in Israelite society. 6

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

Source 10: The temple area in Jerusalem

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

– 13 – 2006 HSC Specimen Paper Marks Question 9 — Option F – The Near East: Persian society at the time of Darius and Xerxes

(a) Name TWO major Persian cities. 2

(b) What was the Royal Road? 2

(d) Outline the main features of economic exchange throughout the Persian Empire. 6

(e) With reference to Source 11 and other sources, explain the roles and images of 10 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.

– 14 – 2006 HSC Specimen Paper Marks Question 10 — Option G – Greece: The Bronze Age – Society in Minoan Crete

(a) Name TWO Minoan palace sites. 2

(b) What was a thalassocracy? 2

(d) Outline the social structure of Minoan society. 6

(e) With reference to Source 12 and other sources, explain the main features of 10 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.

– 15 – 2006 HSC Specimen Paper Marks Question 11 — Option H – Greece: The Bronze Age – Mycenaean society

(a) Name TWO Mycenaean palace sites. 2

(b) What was a lawagetas? 2

(d) Outline the social structure of Mycenaean society. 6

(e) With reference to Source 13 and other sources, explain the main features of 10 Mycenaean religious beliefs and practices.

Source 13: Mycenaean figurines

– 16 – 2006 HSC Specimen Paper Marks Question 12 — Option I – Greece: Spartan society to the Battle of Leuctra 371 BC

(a) Name TWO natural features of Sparta. 2

(b) What were kleroi? 2

(d) Outline the main features of Spartan art during this period. 6

(e) With reference to Source 14 and other sources, explain the structure of Spartan 10 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

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

– 17 – 2006 HSC Specimen Paper Marks Question 13 — Option J – Greece: Athenian society in the time of Pericles

(a) Name TWO natural features of Athens. 2

(b) What was the Panathenaia? 2

(d) Outline the main features of Athenian art in this period. 6

(e) With reference to Source 15 and other sources, explain the structures and 10 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, 37

– 18 – 2006 HSC Specimen Paper Section III — Personalities in Their Times

25 marks Attempt ONE question from Questions 14–25 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

Marks Question 14 — Option A – Egypt: Hatshepsut

(a) How did Hatshepsut show her devotion to Amun-Re? 10

(b) Assess Hatshepsut’s relationship with Thutmose III. 15

Question 15 — Option B – Egypt: Akhenaten

(a) How did Akhenaten show his devotion to the Aten? 10

(b) Assess Akhenaten’s foreign policy. 15

Question 16 — Option C – Egypt: Ramesses II

(a) Why did Ramesses II make a peace treaty with the Hittites? 10

(b) Assess Ramesses II’s religious policy. 15

Question 17 — Option D – The Near East: Sennacherib

(a) Why did Sennacherib destroy Babylon? 10

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

– 19 – 2006 HSC Specimen Paper 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

Marks Question 18 — Option E – The Near East: Xerxes

(a) Explain the building program of Xerxes. 10

(b) Assess Xerxes’ administration of the Persian empire. 15

Question 19 — Option F – The Near East: Hannibal

(a) Explain Hannibal’s rise to prominence. 10

(b) Assess Hannibal’s strategies during the Second Punic War. 15

Question 20 — Option G – Greece: Pericles

(a) How was Pericles able to maintain his position of leadership in Athens? 10

(b) Assess Pericles’ role in the Peloponnesian War. 15

Question 21 — Option H – Greece: Alexander the Great

(a) How did Alexander the Great administer his empire? 10

(b) Assess the generalship of Alexander the Great. 15

Question 22 — Option I – Greece: Cleopatra VII

(a) Explain the significance of the battle of Actium for Cleopatra. 10

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

– 20 – 2006 HSC Specimen Paper Marks Question 23 — Option J – Rome: Tiberius Gracchus

(a) Explain Tiberius Gracchus’ rise to prominence. 10

(b) Assess the impact of Tiberius Gracchus’ reforms. 15

Question 24 — Option K – Rome: Julius Caesar

(a) Why was Julius Caesar killed? 10

(b) Assess the impact of Julius Caesar’s personality on his career. 15

Question 25 — Option L – Rome: Agrippina the Younger

(a) Explain Agrippina’s role during the reign of Claudius. 10

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

– 21 – 2006 HSC Specimen Paper Section IV — Historical Periods

25 marks Attempt ONE question from Questions 26–41 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

Marks Question 26 — Option A – Egypt: From Unification to the First Intermediate Period

(a) Explain the emergence of centralised government in Old Kingdom Egypt to the 25 end of Dynasty II.

(b) 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

(a) Assess the contribution of queens to New Kingdom Egypt during this period. 25

(b) Explain the political and religious significance of building programs in this 25 period.

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

(a) Assess the achievements of Amenhotep III. 25

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

– 22 – 2006 HSC Specimen Paper Marks Question 29 — Option D – The Near East: Assyria from Tiglath-Pileser III to the fall of Assyria 609 BC

(a) Evaluate the impact of Tiglath-Pileser III as an Assyrian king. 25

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

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

(a) Explain the changing relationships between the two kingdoms during this 25 period.

(b) 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

(a) Explain the establishment of the Achaemenid Dynasty. 25

(b) Assess the impact of Cambyses as a Persian king. 25

Question 32 — Option G – Greece: The development of the Greek world 800–500 BC

(a) Account for the nature and consequences of tyrannies during this period. 25

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

– 23 – 2006 HSC Specimen Paper 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

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

(a) Explain the Greek victory in the Persian Wars. 25

(b) Explain the development and nature of Athenian democracy during this period. 25

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

(a) Assess the roles of Sparta and Corinth in causing the Peloponnesian War. 25

(b) 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

(a) Evaluate the nature and impact of the Spartan hegemony. 25

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

– 24 – 2006 HSC Specimen Paper Marks Question 36 — Option K – Rome: 264–133 BC

(a) Evaluate the strategies used by the Carthaginians and the Romans in the First 25 Punic War.

(b) Analyse the impact that Hellenism (Greek culture) had on Rome in the period 25 before 146 BC.

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

(a) Evaluate the significance of Marius’ career during this period. 25

(b) Explain the impact of any TWO radical tribunes during this period. 25

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? 25

(b) Evaluate the importance of the conflict between Mark Antony and Octavian. 25

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

(a) Assess the contribution of Maecenas and Agrippa in the Augustan Age. 25

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

– 25 – 2006 HSC Specimen Paper 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

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

(a) Assess the importance of imperial building programs in this period. 25

(b) Evaluate the impact of Tiberius as princeps. 25

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

(a) Explain the process of Romanisation in this period. 25

(b) Evaluate the impact of Vespasian as princeps. 25

End of Paper

– 26 – 2006 HSC Specimen Paper BLANK PAGE

– 27 – 2006 HSC Specimen Paper BLANK PAGE

– 28 – © Board of Studies NSW 2004 2006 HSC Ancient History Specimen Paper Sample Marking Guidelines

Section I — Cities of Vesuvius – Pompeii and Herculaneum

Question 1 (a) Outcomes assessed: H1.1 MARKING GUIDELINES Criteria Marks • Mentions Pliny the Elder as Commander/Admiral of the Fleet 1

Question 1 (b) Outcomes assessed: H1.1 MARKING GUIDELINES Criteria Marks • Mentions two features of the eruption 2 • Mentions one feature of the eruption 1

– 1 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Question 1 (c) Outcomes assessed: H1.1, H3.1 MARKING GUIDELINES Criteria Marks • Provides detailed and accurate observations of features of the street from 4 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 2–3 other features OR • Mentions two or three features • Makes one simple point about the street from the source 1

Question 2 Outcomes assessed: H1.1, H3.1, H3.3, H4.1 MARKING GUIDELINES Criteria Marks • 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 7–8 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 5–6 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 3–4 • 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 1–2 • May make reference to the sources provided and/or other sources

– 2 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Question 3

Outcomes assessed: H1.1, H3.2, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • 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 9–10 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 7–8 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 5–6 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 3–4 • Demonstrates some use of historical terms • Makes one or two points about archaeological 1–2 investigation/Pompeii/Herculaneum

– 3 – 2006 HSC SPECIMEN PAPER 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 (a)

Outcomes assessed: H1.1 MARKING GUIDELINES Criteria Marks • Names TWO Old Kingdom queens 2 • Names ONE Old Kingdom queen 1

Question 4 (b)

Outcomes assessed: H1.1, H4.1 MARKING GUIDELINES Criteria Marks • 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 MARKING GUIDELINES Criteria Marks • 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 MARKING GUIDELINES Criteria Marks • 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

– 4 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Question 4 (e)

Outcomes assessed: H1.1, H2.1, H3.1, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • Makes the relationships between the main features of the Old Kingdom Egyptian economy clearly evident using specific examples 8–10 • 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 6–7 • Refers to the source and other sources • Describes the main features of the Old Kingdom Egyptian economy 4–5 • May refer to the source • Makes some relevant points about the main features of the Old Kingdom Egyptian economy 2–3 • May refer to the source • Makes one relevant point about the Old Kingdom Egyptian economy 1

– 5 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

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

Question 10 (a)

Outcomes assessed: H1.1 MARKING GUIDELINES Criteria Marks • Names TWO Minoan palace sites 2 • Names ONE Minoan palace site 1

Question 10 (b)

Outcomes assessed: H1.1, H4.1 MARKING GUIDELINES Criteria Marks • 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 MARKING GUIDELINES Criteria Marks • 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 MARKING GUIDELINES Criteria Marks • 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 1–2

– 6 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Question 10 (e)

Outcomes assessed: H1.1, H2.1, H3.1, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • Makes the relationships between the main features of Minoan religion clearly evident using specific examples 8–10 • Refers closely to the source and other sources • Makes some of the relationships between the main features of Minoan religion evident using some examples 6–7 • Refers to the source and other sources • Describes the main features of Minoan religion 4–5 • May refer to the source • Makes some relevant points about the main features of Minoan religion 2–3 • May refer to the source • Makes one relevant point about Minoan religion 1

– 7 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

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

Question 12 (a)

Outcomes assessed: H1.1 MARKING GUIDELINES Criteria Marks • Names TWO natural features of Sparta 2 • Names ONE natural feature of Sparta 1

Question 12 (b)

Outcomes assessed: H1.1, H4.1 MARKING GUIDELINES Criteria Marks • 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 MARKING GUIDELINES Criteria Marks • 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 MARKING GUIDELINES Criteria Marks • 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

– 8 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Question 12 (e)

Outcomes assessed: H1.1, H1.2, H3.1, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • Makes the relationship between the various levels of the structure of Spartan government clearly evident using specific examples 8–10 • 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 6–7 • Refers to the source and other evidence • Describes the structure of Spartan government 4–5 • May refer to the source • Makes some relevant points about the structure of Spartan government 2–3 • May refer to the source • Makes one relevant point about the structure of Spartan government 1

– 9 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Section III — Personalities in Their Times

Option A — Egypt: Hatshepsut

Question 14 (a)

Outcomes assessed: H1.1, H2.1, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • Makes the main features of Hatshepsut’s devotion to Amun-Re clearly evident using specific and detailed examples 9–10 • 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 7–8 • 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 5–6 • Provides a response using some appropriate terms and concepts • Describes features of Hatshepsut’s devotion to Amun-Re 3–4 • Uses some terms and concepts • Makes one or two relevant points about Hatshepsut’s devotion to 1–2 Amun-Re

– 10 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Question 14 (b)

Outcomes assessed: H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • Provides a comprehensive and coherent judgement about Hatshepsut’s relationship with Thutmose III • Develops a sustained, logical and well-structured argument using 13–15 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 10–12 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 7–9 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 4–6 • Refers to some sources • Makes some simple points about Hatshepsut and/or Thutmose III 1–3

– 11 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Option E — The Near East: Xerxes

Question 18 (a)

Outcomes assessed: H1.1, H2.1, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • Makes the main features of Xerxes’ building program clearly evident using specific and detailed examples 9–10 • 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 7–8 • Develops a clear and coherent response using appropriate terms and concepts accurately • Makes some features of Xerxes’ building program evident using examples 5–6 • Provides a response using some appropriate terms and concepts • Describes features of Xerxes’ building program 3–4 • Uses some terms and concepts • Makes one or two relevant points about Xerxes’ building program 1–2

– 12 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Question 18 (b)

Outcomes assessed: H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • 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 13–15 • 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 10–12 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 7–9 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 4–6 • Refers to some sources • Makes some simple points about Xerxes and/or the Persian Empire 1–3

– 13 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Option L — Rome: Agrippina the Younger

Question 25 (a)

Outcomes assessed: H1.1, H2.1, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • Makes the main features Agrippina’s role during the reign of Claudius clearly evident using specific and detailed examples 9–10 • 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 7–8 • 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 5–6 • Provides a response using some appropriate terms and concepts • Describes features of Agrippina’s role during the reign of Claudius 3–4 • Uses some terms and concepts • Makes one or two relevant points about Agrippina’s role during the 1–2 reign of Claudius

– 14 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Question 25 (b)

Outcomes assessed: H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • 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 13–15 • 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 10–12 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 7–9 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 4–6 • Refers to some sources • Makes some simple points about Agrippina the Younger 1–3

– 15 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Section IV — Historical Periods

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 MARKING GUIDELINES Criteria Marks • 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 21–25 • 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 16–20 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 11–15 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 6–10 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 1–5 • Limited use of historical terms/concepts

– 16 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Section IV — Historical Periods

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)

Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • 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 21–25 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 16–20 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 11–15 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 6–10 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 1–5 • Limited use of historical terms/concepts

– 17 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Section IV — Historical Periods

Questions with the directional term ‘evaluate’

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

Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • 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 21–25 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 16–20 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 11–15 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 6–10 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 1–5 • Limited use of historical terms/concepts

– 18 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Section IV — Historical Periods

Questions with the directional term ‘analyse’

Q32(b) Q36(b)

Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • 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 21–25 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 16–20 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 11–15 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 6–10 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 1–5 • Limited use of historical terms/concepts

– 19 – 2006 HSC SPECIMEN PAPER 2006 HSC SPECIMEN PAPER Ancient History Sample Marking Guidelines

Section IV — Historical Periods

Questions with the directional term ‘account for’

Q32(a) Q35(b)

Outcomes assessed: H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 MARKING GUIDELINES Criteria Marks • 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 21–25 • 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 16–20 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 11–15 • 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 6–10 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 1–5 • Limited use of historical terms/concepts

– 20 – 2006 HSC SPECIMEN PAPER Ancient History 2006 HSC Specimen Paper Mapping Grid

Question Marks Content Syllabus outcomes Targeted performance 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

28Cities of Vesuvius – Pompeii and Herculaneum H1.1, H3.1, H3.3, H4.1 2–6

310Cities of Vesuvius – Pompeii and Herculaneum H1.1, H3.2, H4.1, H4.2 2–6

Section II — Ancient Societies

Egypt: Society in Old Kingdom Egypt, 4 (a) 2 H1.1 2–3 Dynasties III to VI Egypt: Society in Old Kingdom Egypt, 4 (b) 2 H1.1, H4.1 2–4 Dynasties III to VI Egypt: Society in Old Kingdom Egypt, 4 (c) 5 H1.1, H4.1, H4.2 2–4 Dynasties III to VI Egypt: Society in Old Kingdom Egypt, 4 (d) 6 H1.1, H2.1, H4.2 2–5 Dynasties III to VI Egypt: Society in Old Kingdom Egypt, 4 (e) 10 H1.1, H2.1, H3.1, H4.1, H4.2 2–6 Dynasties III to VI Egypt: Society in New Kingdom Egypt to the 5 (a) 2 H1.1 2–3 death of Amenhotep III Egypt: Society in New Kingdom Egypt to the 5 (b) 2 H1.1, H4.1 2–4 death of Amenhotep III Egypt: Society in New Kingdom Egypt to the 5 (c) 5 H1.1, H4.1, H4.2 2–4 death of Amenhotep III Egypt: Society in New Kingdom Egypt to the 5 (d) 6 H1.1, H2.1, H4.2 2–5 death of Amenhotep III Egypt: Society in New Kingdom Egypt to the 5 (e) 10 H1.1, H2.1, H3.1, H4.1, H4.2 2–6 death of Amenhotep III Egypt: Society in New Kingdom Egypt during 6 (a) 2 H1.1 2–3 the Ramesside Period, Dynasties XIX and XX Egypt: Society in New Kingdom Egypt during 6 (b) 2 H1.1, H4.1 2–4 the Ramesside Period, Dynasties XIX and XX Egypt: Society in New Kingdom Egypt during 6 (c) 5 H1.1, H4.1, H4.2 2–4 the Ramesside Period, Dynasties XIX and XX Egypt: Society in New Kingdom Egypt during 6 (d) 6 H1.1, H2.1, H4.2 2–5 the Ramesside Period, Dynasties XIX and XX Egypt: Society in New Kingdom Egypt during 6 (e) 10 H1.1, H2.1, H3.1, H4.1, H4.2 2–6 the Ramesside Period, Dynasties XIX and XX

– 1 – 2006 HSC Specimen Paper Ancient History Mapping Grid

Question Marks Content Syllabus outcomes Targeted performance bands The Near East: Assyrian Society from Sargon II 7 (a) 2 H1.1 2–3 to Ashurbanipal The Near East: Assyrian Society from Sargon II 7 (b) 2 H1.1, H4.1 2–4 to Ashurbanipal The Near East: Assyrian Society from Sargon II 7 (c) 5 H1.1, H4.1, H4.2 2–4 to Ashurbanipal The Near East: Assyrian Society from Sargon II 7 (d) 6 H1.1, H2.1, H4.2 2–5 to Ashurbanipal The Near East: Assyrian Society from Sargon II 7 (e) 10 H1.1, H2.1, H3.1, H4.1, H4.2 2–6 to Ashurbanipal The Near East: Society in Israel from Solomon 8 (a) 2 H1.1 2–3 to the fall of Samaria The Near East: Society in Israel from Solomon 8 (b) 2 H1.1, H4.1 2–4 to the fall of Samaria The Near East: Society in Israel from Solomon 8 (c) 5 H1.1, H4.1, H4.2 2–4 to the fall of Samaria The Near East: Society in Israel from Solomon 8 (d) 6 H1.1, H2.1, H4.2 2–5 to the fall of Samaria The Near East: Society in Israel from Solomon 8 (e) 10 H1.1, H2.1, H3.1, H4.1, H4.2 2–6 to the fall of Samaria The Near East: Persian society at the time of 9 (a) 2 H1.1 2–3 Darius and Xerxes The Near East: Persian society at the time of 9 (b) 2 H1.1, H4.1 2–4 Darius and Xerxes The Near East: Persian society at the time of 9 (c) 5 H1.1, H4.1, H4.2 2–4 Darius and Xerxes The Near East: Persian society at the time of 9 (d) 6 H1.1, H2.1, H4.2 2–5 Darius and Xerxes The Near East: Persian society at the time of 9 (e) 10 H1.1, H2.1, H3.1, H4.1, H4.2 2–6 Darius and Xerxes Greece: The Bronze Age – Society in Minoan 10 (a) 2 H1.1 2–3 Crete Greece: The Bronze Age – Society in Minoan 10 (b) 2 H1.1, H4.1 2–4 Crete Greece: The Bronze Age – Society in Minoan 10 (c) 5 H1.1, H4.1, H4.2 2–4 Crete Greece: The Bronze Age – Society in Minoan 10 (d) 6 H1.1, H2.1, H4.2 2–5 Crete Greece: The Bronze Age – Society in Minoan 10 (e) 10 H1.1, H2.1, H3.1, H4.1, H4.2 2–6 Crete

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

– 2 – 2006 HSC Specimen Paper Ancient History Mapping Grid

Question Marks Content Syllabus outcomes Targeted performance bands Greece: Spartan society to the Battle of Leuctra 12 (a) 2 H1.1 2–3 371 BC Greece: Spartan society to the Battle of Leuctra 12 (b) 2 H1.1, H4.1 2–4 371 BC Greece: Spartan society to the Battle of Leuctra 12 (c) 5 H1.1, H4.1, H4.2 2–4 371 BC Greece: Spartan society to the Battle of Leuctra 12 (d) 6 H1.1, H2.1, H4.2 2–5 371 BC Greece: Spartan society to the Battle of Leuctra 12 (e) 10 H1.1, H2.1, H3.1, H4.1, H4.2 2–6 371 BC

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

Section III — Personalities in Their Times

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 14 (b) 15 Egypt: Hatshepsut 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 15 (b) 15 Egypt: Akhenaten 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 16 (b) 15 Egypt: Ramesses II 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 17 (b) 15 The Near East: Sennacherib 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 18 (b) 15 The Near East: Xerxes 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 19 (b) 15 The Near East: Hannibal 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 20 (b) 15 Greece: Pericles 2–6 H4.2

– 3 – 2006 HSC Specimen Paper Ancient History Mapping Grid

Question Marks Content Syllabus outcomes Targeted performance bands

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 21 (b) 15 Greece: Alexander the Great 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 22 (b) 15 Greece: Cleopatra VII 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 23 (b) 15 Rome: Tiberius Gracchus 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 24 (b) 15 Rome: Julius Caesar 2–6 H4.2

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

H1.1, H2.1, H3.3, H3.4, H3.6, H4.1, 25 (b) 15 Rome: Agrippina the Younger 2–6 H4.2

Section IV — Historical Periods

Egypt: From Unification to the First 26 (a) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 Intermediate Period Egypt: From Unification to the First 26 (b) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 Intermediate Period Egypt: New Kingdom Egypt to the death of 27 (a) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 Thutmose IV Egypt: New Kingdom Egypt to the death of 27 (b) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 Thutmose IV Egypt: New Kingdom Egypt from Amenhotep 28 (a) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 III to the death of Ramesses II Egypt: New Kingdom Egypt from Amenhotep 28 (b) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 III to the death of Ramesses II The Near East: Assyria from Tiglath-Pileser III 29 (a) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 to the fall of Assyria 609 BC The Near East: Assyria from Tiglath-Pileser III 29 (b) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 to the fall of Assyria 609 BC The Near East: Israel and Judah from the death 30 (a) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 of Solomon to the fall of Jerusalem The Near East: Israel and Judah from the death 30 (b) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 of Solomon to the fall of Jerusalem The Near East: Persia from Cyrus II to the death 31 (a) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 of Darius III The Near East: Persia from Cyrus II to the death 31 (b) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 of Darius III Greece: The development of the Greek world 32 (a) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 800–500 BC Greece: The development of the Greek world 32 (b) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 800–500 BC

– 4 – 2006 HSC Specimen Paper Ancient History Mapping Grid

Question Marks Content Syllabus outcomes Targeted performance 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

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

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

Rome: The fall of the Roman Republic 38 (a) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 78–31 BC Rome: The fall of the Roman Republic 38 (b) 25 H1.1, H2.1, H3.1, H3.3, H4.1, H4.2 2–6 78–31 BC

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

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

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

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