90513Q
3
905132
Level 3 Classical Studies, 2012
90513 Explain in essay format an aspect
of the classical world
2.00 pm Friday 23 November 2012
Credits: Six
QUESTION BOOKLET
Write an essay on ONE question from ONE of the following topics:
EITHER: Topic A: Alexander the Great
OR:
Topic B: Augustus
OR:
Topic C: Socrates
OR:
Topic D: Greek Science
OR:
Topic E: Roman Religion
Write your essay in Answer Booklet 90513A.
Check that this booklet has pages 2 – 8 in the correct order and that none of these pages is blank.
YOU MAY KEEP THIS BOOKLET AT THE END OF THE EXAMINATION.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
Explain, with supporting evidence, an
aspect of the classical world.
Analyse, with supporting evidence, an
aspect of the classical world.
Analyse in detail, with supporting
evidence, an aspect of the classical
world.
Write clearly and relevantly in essay
format.
Write a well-structured response in
essay format.
Write a logically developed and
sustained response in essay format.
© New Zealand Qualifications Authority, 2012. All rights reserved.
No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority.
2
You are advised to spend one hour answering your chosen question.
INSTRUCTIONS
Write an essay on ONE question from ONE of the following topics:
EITHER: Topic A: Alexander the Great (page 3)
OR:
Topic B: Augustus (page 4)
OR:
Topic C:Socrates (page 5)
OR:
Topic D:Greek Science (page 6)
OR:
Topic E: Roman Religion (page 7)
Your answer must be in essay format, with:
•
an introduction
•
well-organised paragraphs
•
a conclusion.
Write your essay in Answer Booklet 90513A. Space for planning has been provided on page 2 of the
answer booklet.
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EITHER: TOPIC A: ALEXANDER THE GREAT
Answer ONE of the following questions in essay format.
You should:
•
demonstrate knowledge of important historical figures, ideas and events
•
provide evidence from primary source material* in support of your argument.
*Primary source material could include literary, art historical, and archaeological evidence.
EITHER: QUESTION ONE
Alexander is said to have kept a copy of Homer’s Iliad in a precious Persian chest, seized after the
battle of Issus. According to Plutarch, he considered this epic tale of Achilles’ heroism at Troy his “most
precious possession”.
Analyse in detail the ways in which Alexander showed exceptional personal courage in THREE of the
following military engagements:
•
the battle at the river Granicus
•
the battle at Gaugamela
•
the battle against Porus at the river Hydaspes
•
the siege of the capital city of the Mallians.
In what ways did Alexander’s heroic ancestry prove to be a personal and / or military asset to him?
OR: QUESTION TWO
Alexander made two famous desert crossings during his campaign of conquest: the first in Egypt to the
oasis at Siwah (332 BCE) and the second as he returned from India across the Gedrosian Desert (325
BCE).
Analyse in detail the purpose and outcome of EACH of these desert crossings.
To what extent did each of these journeys increase Alexander’s fame?
OR: QUESTION THREE
In his account of Alexander’s early years, Plutarch writes that Alexander was sometimes jealous of
his father’s conquests, saying to friends: “Boys, my father will forestall me in everything. There will be
nothing great or spectacular for you and me to show the world.”
Analyse in detail Alexander’s relationship with his father, Philip II, with reference to:
•
the ways in which Philip prepared Alexander for succession as king (for example through education
and / or military opportunity)
•
the influence of Olympias, Alexander’s mother, on the father-son relationship
•
Alexander’s possible involvement in the assassination of Philip.
To what extent might Alexander’s successes, especially in the early years of his rule, be attributed to his
father, Philip?
4
OR: TOPIC B: AUGUSTUS
Answer ONE of the following questions in essay format.
You should:
•
demonstrate knowledge of important historical figures, ideas and events
•
provide evidence from primary source material* in support of your argument.
*Primary source material could include literary, art historical, and archaeological evidence.
EITHER: QUESTION ONE
The second triumvirate was established between Antony, Lepidus and Octavian after a meeting on an
island near Mutina in 43 BCE.
Analyse in detail the importance of THREE of the following events in the development of the relationship
between the members of the triumvirate:
•
the battle of Philippi (42 BCE)
•
the revolt at Perusia (41–40 BCE) and the Treaty of Brundisium (40 BCE)
•
the wars against Sextus Pompeius (38–36 BCE)
•
the Donations of Alexandria (34 BCE).
How did Octavian manage to overcome his more experienced rivals?
OR: QUESTION TWO
“Since fate has cruelly carried off my sons Gaius and Lucius, Tiberius must inherit two-thirds of my
property …” (Suetonius, Tiberius)
Analyse in detail:
•
the career of Tiberius under the rule of Augustus
•
the careers of Gaius and Lucius Caesar, including their ‘cruel fate’
•
the tensions caused by Augustus’ attempts to find a successor.
To what extent did Augustus’ succession plans undermine Republican institutions?
OR: QUESTION THREE
Augustus celebrated the Secular Games in 17 BCE, marking the end of an era of civil war and
inaugurating a new ‘golden age’ founded upon pax deorum (peace with the gods).
Analyse in detail the significance of THREE of the following initiatives in creating a new ‘golden age’:
•
the legislation related to marriage and adultery
•
the re-establishment of traditional religious offices and practices
•
the promotion of Roman writers
•
the beginnings of the Emperor cult.
To what extent was Augustus motivated by a sincere desire to reform public morality?
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OR: TOPIC C: SOCRATES
Answer ONE of the following questions in essay format.
You should:
•
demonstrate knowledge of important historical figures and ideas
•
provide evidence from primary source material* in support of your argument.
*Primary source material could include literary, art historical, and archaeological evidence.
EITHER: QUESTION ONE
“Most philosophers are remembered mainly for their conclusions. Socrates is remembered above all for
his questions.” (David Johnson)
Analyse in detail:
•
the questions that Socrates puts to Euthyphro, in Plato’s Euthyphro, and their purpose
•
the conclusions that Socrates reaches about the nature of holiness in this dialogue.
Why is such importance attached to the questions that Socrates asked, as opposed to the answers that
he provided?
OR: QUESTION TWO
Some readers of Plato’s Apology have found Socrates’ conduct at his trial annoying, rather than
inspiring.
Analyse in detail:
•
the ways in which Socrates’ defence (against the two charges he faces) might be considered
annoying and / or confrontational
•
the ways in which Socrates’ response to the guilty verdict, and then to his death sentence, might
be considered uncompromising and / or provocative.
What explanations might be given for Socrates’ conduct at his trial?
OR: QUESTION THREE
According to Plato, Socrates’ final words to the jurors, as he left the courtroom, were: “Well, now it is
time to be off, I to die and you to live, but which of us has the happier prospect is unknown to anyone but
God.”
Analyse in detail:
•
the ideas about death, and life after death, expressed by Socrates in the works of Plato that you
have studied
•
the description of Socrates’ last moments of life, in the concluding sections of Phaedo.
Why has Socrates been considered by some as a martyr1?
1. martyr
somebody who suffers persecution and / or death for refusing to abandon strongly held beliefs
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OR: TOPIC D: GREEK SCIENCE
Answer ONE of the following questions in essay format.
You should:
•
demonstrate knowledge of important historical figures and ideas
•
provide evidence from primary source material* in support of your argument.
*Primary source material could include literary, art historical, and archaeological evidence.
EITHER: QUESTION ONE
The atomic theory might have had its origins in an attempt to explain the nature of the cosmos, but it
acquired greater longevity – and notoriety – because of its association with Epicurus.
Analyse in detail:
•
the atomic theory put forward by Leucippus and Democritus
•
how Epicurus expanded the theory to explain the properties of atoms and void
•
how the atomic theory supported Epicurus’ philosophical aim of ataraxia.
To what extent were Epicurus’ doctrines taken seriously in antiquity?
OR: QUESTION TWO
The quality of doctors varied greatly in the ancient world. While training was important, experience
played a critical part as well.
Analyse in detail:
•
how, from Homeric times, warfare provided opportunities for doctors to develop their expertise
•
how doctors could acquire anatomical knowledge without being involved in battle or studying at
Alexandria
•
the skills and personal qualities that were required by surgeons in the ancient world.
How important were doctors in treating illness and disease, rather than injury, in antiquity? What other
options did sick people have and why might they have chosen those options rather than doctors?
OR: QUESTION THREE
The precision and innovation with which Greek mathematicians explored geometry allowed them to
achieve impressive theoretical advances.
Analyse in detail:
•
how Socrates used his own teaching methods and geometry to explain the relationship between
length and area
•
how Euclid used geometry to prove that “if a straight line is divided into any two parts, the square
on the whole line is equal to the squares on the two parts, together with twice the rectangle whose
sides are the two parts”
•
how this particular proof can be used to find approximate square roots.
Note: You may, but do not have to, use diagrams in your answer if it will help you explain a point more
clearly.
To what extent did advances in geometry allow Greek astronomers and mechanical engineers to develop
their own expertise?
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OR: TOPIC E: ROMAN RELIGION
Answer ONE of the following questions in essay format.
You should:
•
demonstrate knowledge of important historical practices and ideas
•
provide evidence from primary source material* in support of your argument.
*Primary source material could include literary, art historical, and archaeological evidence.
EITHER: QUESTION ONE
The Romans went to great lengths to ensure that correct ritual was followed when seeking the favour of
the gods.
Analyse in detail:
•
the ways in which an animal sacrifice might go wrong
•
the precautions taken to ensure that nothing occurred to offend the gods receiving the sacrifice
•
the benefits the gods received from sacrifice according to traditional Roman beliefs.
To what extent was the Roman state concerned with ensuring pax deorum (peace with the gods)?
OR: QUESTION TWO
“Augustus openly used religion to promote his social ideals … as far as women were concerned, he
emphasised cults centred on childbearing, chastity and familial bonds.” (Sarah Pomeroy)
Analyse in detail the role women played in religion in ancient Rome with reference to THREE of the
following:
•
rituals associated with birth and / or marriage and / or death
•
Vestal Virgins
•
one or more traditional festivals associated with women, such as the Bona Dea
•
one or more mystery religions, such as the rites of Bacchus or Isis
•
Christianity.
To what extent did religion offer spiritual fulfilment to Roman women, rather than reinforce social norms?
OR: QUESTION THREE
While initially tolerant of monotheistic religions such as Judaism and Christianity, the attitude of the
Roman state changed during the course of the first century CE.
Analyse in detail:
•
the particular beliefs and practices the Romans found difficult to tolerate in monotheistic religions
•
how the Roman state reacted to Judaism and to Christianity under the Empire.
What explanations might be given for the ultimate failure of the Roman state to eliminate monotheism?
8
90513Q
Acknowledgements
Page 3
Plutarch, The Age of Alexander, trans. Ian Scott-Kilvert (London: Penguin Books, 1973),
pp 281 and 256.
Page 4
Suetonius, The Twelve Caesars, trans. Robert Graves (Harmondsworth: Penguin Books,
1957), p 122.
Page 5
David M Johnson, Socrates and Athens (Cambridge: Cambridge University Press, 2011),
p 1.
Page 5
Plato, The Apology, trans. Hugh Tredennick and Harold Tarrant, in The Last Days of Socrates
(London: Penguin Books, 1993), p 67.
Page 6
Euclid, Elements II 4, quoted in Greek Science, Classical Studies for Schools, Study
Materials No. 1, compiled by D.A. Kidd and W.F. Richardson, (Dunedin: Classics
Department, University of Otago, 1991), p 25.
Page 7
Sarah B. Pomeroy, Goddesses, Whores, Wives and Slaves, (New York: Schocken Books,
1995), p 209.