Cambridge A Level Classical Studies 9274 — 2012 Oct/Nov Paper 3 · Variant 1

This document consists of 3 printed pages and 1 blank page. DC (CW) 61500/4 R © UCLES 2012 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level * 7 6 3 0 7 9 0 3 3 7 * CLASSICAL STUDIES 9274/03 Paper 3 Classical History – Sources and Evidence October/November 2012 1 hour 30 minutes Additional Materials: Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. This paper contains two options. Answer one question. Each essay is marked out of 50. You are advised to spend 20 minutes reading and thinking about the three passages on the option you have chosen to answer, and then 10 minutes planning your answer. Answers need to make use of all three passages given for the question you are answering. You are reminded of the need for good English and clear presentation in your answer. At the end of the examination, fasten all your work securely together.

2 9274/03/O/N/12 © UCLES 2012 1 The changing world of Athens: its friends and enemies Read the following passage and answer the question which follows: As the modern world has found … the advantages of wealth cannot be abolished, but they can be moderated: Athens, in order to moderate them and make it easier for poorer citizens to play an active part, introduced modest payments for performing the various civilian duties of a citizen, beginning with service on juries, probably in the 450s, and culminating with attendance at the assembly, in the 390s. The empire generated more business and more officials for the democracy, but it also helped to pay for the democracy. By the 440s, nearly all the members of the Delian League were paying tribute in cash rather than contributing ships to the League’s forces. P. J. Rhodes, Democracy and Empire (2007) How far do you agree that Athenian citizens gained a great deal from the Athenian Empire? In your answer, you should consider the passage above and your wider reading as well as the two passages below: LAMACHUS: How dare you talk to a general like that, you, a beggar? DIKAIOPOLIS: A beggar? I’m no beggar. LAMACHUS: What are you, then? DIKAIOPOLIS: What am I? A decent citizen. I’ve never run for office, and ever since the war started I’ve been in the front line. And you, ever since the war started you’ve been in the pay queue! LAMACHUS: I was democratically elected – DIKAIOPOLIS: Yes, by three cuckoos. That’s the sort of thing that nauseated me, and that’s why I made peace – when I saw grey-headed men serving in the ranks while strong young fellows like you skived off and got sent to Thrace on three drachmas a day, like Teisamenus and Phaenippus and that swine Hipparchides, and another lot going to Chares, and another lot in Chaonia – Geres, Theodorus and that bragging liar from Diomeia – and more in Sicily, in Camarina and Gela and Gelaughatus – LAMACHUS: They were democratically elected too. DIKAIOPOLIS: Then how comes it that you lot are always on paid missions somewhere or other, and none of these people [indicating the Chorus] ever is? Tell me, Marilades, you’ve been grey for many years; have you ever been an ambassador? [Marilades indicates ‘no’.] He hasn’t, you see, although he’s a decent, hard-working man. Aristophanes, Acharnians 593–611 Here Pericles encouraged confidence, pointing out that, apart from all other sources of revenue, the average yearly contribution from the allies to Athens amounted to 600 talents, then there still remained in the Acropolis a sum of 6,000 talents of coined silver. This reserve fund, at its maximum, had been 9,700 talents. It had been drawn on to pay for the Propylaea and other public buildings, and for Potidaea. In addition to this there was the uncoined gold and silver in offerings made either by individuals or by the state; there were the sacred vessels and furniture used in the processions and in the games; there were the spoils taken from the Persians, and other resources of one kind or another, all of which would amount to no less than 500 talents. Thucydides, History of the Peloponnesian War 2. 13

3 9274/03/O/N/12 © UCLES 2012 2 The Roman Empire: civilisation or submission? Read the following passage and answer the question that follows: Least puzzling in the unfolding of the events which led to the destruction of Jerusalem was the simple fact that political change in Italy could have such an impact so far away in Judaea. In political terms the Mediterranean world was more unified under Rome in the first two centuries AD than it had ever been before and that it has ever been since. The brutal reality of the Roman empire was that the power of the emperor could reach almost every corner of his world. Decisions taken in Spain could affect the inhabitants of Turkey; unrest in Italy or Greece could change the lives of people in Syria and the northern coast of Africa. M. Goodman, Rome and Jerusalem (2007) To what extent did the power of the emperor extend to every corner of the Roman world? In your answer, you should consider the passage above and your wider reading as well as the two passages below: The Britanni themselves readily submit to the levy, the tribute and the other obligations of empire, provided that there is no abuse. That they bitterly resent, for they have been broken in to obedience, not to slavery. Divus Julius, the first Roman to enter Britannia with an army, did indeed intimidate the natives by a victory and gain control of the coast, but he can be said to have pointed it out, not handed it over, to posterity. Then came the civil wars, with the weapons of Roman leaders turned against the commonwealth. But even in peace, Britannia was long out of mind. Divus Augustus called this ‘policy’, Tiberius ‘precedent’. Gaius Caesar unquestionably planned an invasion of Britannia, but his quick fancies shifted like a weathervane, and his vast efforts against Germania came to naught. It was Divus Claudius who was responsible for the great undertaking: he sent over legions and auxiliaries and chose Vespasian as his colleague – the first step towards his future greatness. Nations were subdued, kings were captured and Vespasian was marked out by fate. Tacitus, Agricola and Germania, 13 Gaius Caesar’s accession to power so completely turned his head that he wished to be thought of and addressed as a god, stripped his country of its noblest men, and proceeded to lay sacrilegious hands on Judaea. He ordered Petronius to march with an army to Jerusalem and erect his statues in the Temple: if the Jews refused them, he was to execute the objectors and enslave all the rest of the population. But God evidently took note of these instructions. Petronius, with three legions and a large body of Syrian allies, began a swift march from Antioch to Judaea. Some of the Jews disbelieved the rumours of war; others who did believe were at a loss how to defend themselves. But soon a shudder ran through them all; for the army was already at Ptolemais. Josephus, The Jewish War (Penguin, chapter 7)

4 9274/03/O/N/12 © UCLES 2012 BLANK PAGE Copyright Acknowledgements: Question 1 © ed. L J Samons; P J Rhodes; Age of Pericles ; Cambridge University Press; 2007. Question 1 © Trans. A H Sommerstein; Aristophanes, Lysistrata and other plays ; Penguin; 2002. Question 1 © Trans. Rex Warner; Thucydides, History of the Peloponnesian War ; Penguin; 1972. Question 2 © Trans. M Goodman; Rome and Jerusalem; Penguin Books; 2008. Question 2 © Trans. Mattingly; rev. Rives; Tacitus, Agricola and Germania; Penguin; 2009. Question 2 © Trans. G A Williamson; Josephus, The Jewish War ; Penguin; 1985. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the October/November 2012 series 9274 CLASSICAL STUDIES 9274/03 Paper 3 (Classical History – Sources and Evidence), maximum raw mark 50 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2012 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper GCE AS/A LEVEL – October/November 2012 9274 03 © Cambridge International Examinations 2012 1 The changing world of Athens: its friends and enemies How far do you agree that Athenian citizens gained a great deal from the Athenian Empire? In your answer, you should consider the passage above and your wider reading as well as the two passages below: General Any critical exploration as an answer to a Paper 3 question will necessarily encompass differing views, knowledge and argument. Thus the mark scheme for these questions cannot and should not be prescriptive. Candidates are being encouraged to explore, in the exam room, a theme that they will have studied. Engagement with the question as set (in the exam room) may make for limitations in answers but this is preferable to an approach that endeavours to mould pre-worked materials of a not too dissimilar nature from the demands of the actual question. Examiners are encouraged to constantly refresh their awareness of the question so as not to be carried away by the flow of an argument which may not be absolutely to the point. Candidates must address the question set and reach an overall judgement, but no set answer is expected. The question can be approached in various ways and what matters is not the conclusions reached but the quality and breadth of the interpretation and evaluation of the texts offered by an answer. Successful answers will need to make use of all three passages, draw conclusions and arrive at summative decisions. Specific The quotation from the article by PJ Rhodes raises the issue of state pay and its impact on the political life of Athens, particularly on those from less privileged backgrounds. Rhodes goes on to connect this with the resources of empire, in particular the tribute paid by members of the Delian League in the latter half of the fifth century. The question focuses on what Athenian citizens gained from the Empire, and Rhodes brings up the issue of pay for active participation in the democratic institutions. Candidates should discuss a range of potential gains for Athenian citizens, which could include the increased opportunities for earning some reward for political activity, the opportunities (and payment) for military service and general increase in economic activity of all sorts in the years before the Peloponnesian War; but they may also choose to consider less tangible gains, such as those raised in Pericles' Funeral Speech. Candidates may choose to draw on a range of inscriptional evidence to show the economic gain to Athens from the possession of empire, and they may also discuss in some detail what we can learn from the Ath.Pol. about the development of the democracy during the fifth century and the impact of this on both the economic and political lives of ordinary Athenians. The Aristophanes passage suggests that the rewards of Empire were not distributed equally in Athens. Credit discussion of Aristophanes' political views as presented in his plays, and the extent to which we can rely on them for an account of what ordinary Athenians gained. Candidates may choose to approach Aristophanes from a variety of perspectives: credit understanding of context and use of detail. They may also develop the idea that the democratic system in Athens provided greater opportunities for some but not others, and they may argue that this changed over the course of the period studied. The passage of Thucydides is one of a number that presents some clear information about the economic balance sheet for Athens. Candidates may choose to draw on other material (e.g. Xenophon, the Ath.Pol.) to extend this, though they should draw the discussion back to Athenian citizens. Credit discussion of the use of these monetary resources in ways which benefit Athenians, such as state pay, pay for service in the ships (the mention of Potidaea), etc.

Page 3 Mark Scheme Syllabus Paper GCE AS/A LEVEL – October/November 2012 9274 03 © Cambridge International Examinations 2012 Candidates may draw any sensible conclusions provided that these are supported with critical reference to the texts. 2 The Roman Empire: civilisation or submission? To what extent did the power of the emperor extend to every corner of the Roman world? In your answer, you should consider the passage above and your wider reading as well as the two passages below: General Any critical exploration as an answer to a Paper 3 question will necessarily encompass differing views, knowledge and argument. Thus the mark scheme for these questions cannot and should not be prescriptive. Candidates are being encouraged to explore, in the exam room, a theme that they will have studied. Engagement with the question as set (in the exam room) may make for limitations in answers but this is preferable to an approach that endeavours to mould pre-worked materials of a not too dissimilar nature from the demands of the actual question. Examiners are encouraged to constantly refresh their awareness of the question so as not to be carried away by the flow of an argument which may not be absolutely to the point. Candidates must address the question set and reach an overall judgement, but no set answer is expected. The question can be approached in various ways and what matters is not the conclusions reached but the quality and breadth of the interpretation and evaluation of the texts offered by an answer. Successful answers will need to make use of all three passages, draw conclusions and arrive at summative decisions. Specific In the passage, Goodman outlines the strength of power of the Roman Empire and the reach of the power of the Roman emperors. The question asks candidates to respond to these claims in the light of the two passages which follow. Both support the argument to a degree, but the passage from Agricola suggests that the Britons had to be well treated, whilst that from Josephus gives a clue as to the military power required to maintain the empire. Both passages are intended to give candidates a starting point for the discussion of the powers of the Roman emperors. Better answers may consider the range of ways in which the Romans attempted to control subject states, including the idea of client kingdoms, as well as the growth of the imperial cult during this period, and its clashes with established religions, such as Judaism. Such answers will also consider a range of examples, together with in-depth analysis. Candidates are expected to discuss examples drawn from the range of the prescribed texts. It is to be hoped that some candidates may offer examples and consider ideas from their wider reading beyond the prescription. Candidates may draw any sensible conclusions provided that these are supported with critical reference to the text.