Exemplar for internal assessment resource Classical Studies 1.4A for Achievement Standard 91024
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Exemplar for Internal Assessment Resource
Classical Studies Level 1
Resource title: Where’s My Slave?!
This exemplar supports assessment against:
Achievement Standard 91024
Demonstrate Understanding of Social Relationships in the Classical
World
Enhanced schedule
The moderators have provided supporting information to enhance the assessment schedule
so there is clear guidance and more supporting detail for teachers on which to base
assessment decisions.
Date version published by
Ministry of Education
© Crown 2010
December 2010
To support internal assessment from 2011
Assessment schedule: Classical Studies 1.4A
Task
Tasks 1–3
Evidence/Judgments for Achievement
The student has demonstrated an
understanding of social relationships
between slaves and their masters in the
classical world.
Evidence/Judgments for
Evidence/Judgments for
Achievement with Merit
Achievement with Excellence
The student has demonstrated an in-depth
understanding of social relationships between
slaves and their masters in the classical world.
The student has demonstrated
perceptive understanding of the social
relationships between slaves and their
masters in the classical world.
This means that the student has:
This means that the student has provided
an explanation of social relationships in the
classical world.
•
•
An example of an extract from a student
response:
explained aspects/factors related to the
social relationships
supported the explanation with primary
source evidence of specific relevance to the
context
Ex An example of an extract from a student
All slaves were regarded as disposable
response:
property and were often very poorly treated
by their Roman masters. Some Roman
Relationships between slaves and masters
masters felt that slaves were not hard
could vary depending on job or location.
workers and that the best you could do for
Domestic slaves for the most part were not put
them was beat them until they responded!
to death if they were careless or unwilling but
could be beaten or flogged for their
Domestic slaves were on the whole willing
infringements or branded on the forehead with
to work and treated well by their masters
an ‘F’ (for fugitivus = runaway) and the initials
but punished when they became lazy or
of his owner if caught after trying to flee.
careless. Labouring slaves who were forced Petronius (Sat. 28) describes a master who
to work were treated much more harshly.
forebade his slaves from leaving his premises
without permission with a penalty of 100 lashes
if they were caught doing so. This was not
This means that the student has:
•
shown insight into social relationships
•
included an understanding of a wider
cultural context
•
supported the explanation with
primary source evidence of specific
relevance to the context
An example of an extract from a student
response:
Plautus was a writer of Roman comedy
and is famous for his farcical plays. So it
is possible that his portrayal of his slave
master Ballio, as a master keen on
physical punishment, is exaggerated and
doesn’t represent all slave masters in
Rome. There were actually slave owners
in the Republic who treated their slaves
with respect. Although for the most part
country slaves were considered as labour
considered cruel as masters had this right.
Juvenal in his Satires describes a mistress in a
bad mood about her hairdresser, ‘The slave girl
arranging her mistress’ hair will have her own
hair torn and the tunic ripped from her
shoulders because a curl is out of place’.
units and treated harshly, Cato the Elder
writes about how a slave in the country
should be treated. “As for clothes, give
out a tunic of three feet and a half, and a
cloak once in two years. When you give a
tunic or cloak take back the old ones to
make cassocks. Once in two years, good
shoes should be given”. These detailed,
precise guidelines show some care and
compassion, which is a big contrast to
Ballio in Plautus’s account.