Cambridge A Level Classical Studies 9274 — 2014 Oct/Nov Paper 2 · Variant 3

This document consists of 7 printed pages and 1 blank page. DC (HB (EL/CW)) 79714/2 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 3 4 8 2 3 1 5 8 2 8 * CLASSICAL STUDIES 9274/23 Paper 2 Roman Civilisation October/November 2014 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 an HB pencil for any diagrams and graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. There are four sections in this paper. Each section is worth 25 marks. You must answer two questions. Choose one question from two different sections. You should spend 45 minutes on each section. 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. The number of marks is given in brackets [ ] at the end of each question or part question.

2 9274/23/O/N/14 © UCLES 2014 SECTION ONE: AUGUSTUS Answer ONE of the following three questions. EITHER 1 Read the passage below and answer the questions which follow: After the deaths of Brutus and Cassius, the republic no longer had an army. Pompey had been defeated in Sicily, Lepidus disposed of, and Antony killed. As a result even the Julian faction had only Caesar left to lead them. He laid aside the title of triumvir and presented himself as a consul, content to defend the people by virtue of the tribunician power. Thereafter, once he had seduced the soldiery with gifts, the people with corn, and everyone with the delights of peace, he gradually increased his power, arrogating to himself the functions of the senate, the magistrates, and the law. He faced no opposition, since the bravest souls had died in battle or fallen victim to proscription, while the surviving nobles enjoyed a wealth and status which increased in proportion to their servility; and having profited by revolution, they preferred present safety to the insecurity of the past. The provinces too had little objection to the prevailing state of affairs. They had lost faith in the rule of the senate and people, having suffered at the hands of rival governors and avaricious magistrates, and having been denied the protection of the laws, which were constantly subverted by violence, intrigue, and finally corruption. (Tacitus, Annals 1) 5 10 (i) In which battle were Brutus and Cassius defeated? [1] (ii) In which year did the battle take place? [1] (iii) What were the proscriptions (line 8)? Briefly describe how proscriptions were carried out. [4] (iv) Briefly explain how Augustus organised control of the provinces. [4] (v) Using this passage as a starting point, explain how, by 23 B.C., Augustus had become the most powerful man in the Empire. [15] [25] OR 2 ‘Augustus was a master in the use of propaganda, both in gaining power and in keeping it.’ Explain how far you agree with this statement. [25] OR 3 What were the main features of religion in Rome under Augustus? Why did Augustus place so much importance on religion during his reign? [25]

3 9274/23/O/N/14 © UCLES 2014 [Turn over SECTION TWO: VIRGIL Answer ONE of the following three questions. EITHER 4 Read the passage below, and answer the questions which follow: While Trojan Aeneas stood gazing, rooted to the spot and lost in amazement at what he saw, queen Dido in all her beauty arrived at the temple with a great crowd of warriors around her. She was like Diana leading the dance on the banks of the Eurotas or along the ridges of Mount Cynthus with a thousand mountain nymphs thronging behind her on either side. She carries her quiver on her shoulder, and as she walks, she is the tallest of all the goddesses. Her mother Latona does not speak, but a great joy stirs her heart at the sight of her. Dido was like Diana, and like Diana she bore herself joyfully among her people, urging on their work for the kingdom that was to be. Then in the doorway of the goddess, under the middle of the vault of the temple, she took her seat with her armed guards about her. There, as she was giving laws and rules of conduct to her people, and dividing the work that had to be done in equal parts or allocating it by lot, Aeneas suddenly saw a great throng approaching, Antheus, Sergestus, brave Cloanthus and the other Trojans who had been scattered over the sea by the dark storm and swept away to distant shores. He was astounded, and Achates, too, was stunned with joy and fear. They burned with longing to clasp the hands of their comrades, but were at a loss because they did not understand what they saw. They did nothing, but stayed hidden in their cloak of cloud, waiting to learn how Fortune had dealt with their comrades. (Virgil, Aeneid 1) 5 10 15 20 (i) In which city, and in whose temple, is Aeneas standing in this passage? [2] (ii) ‘lost in amazement at what he saw’ (line 2). At what has Aeneas been looking? [1] (iii) Look at the simile ‘she was like Diana...for the kingdom that was to be’ (lines 4–11). Explain two points of similarity between the simile and the scene it is intended to illustrate. [4] (iv) Explain the reference to the ‘cloak of cloud’ (line 23). [3] (v) Using this passage as a starting point, discuss to what extent you think that Dido was a good leader. [15] [25] OR 5 Explain the importance of the prophetic passages in the books of the Aeneid you have studied. [25] OR 6 In what ways is love depicted in the books of the Aeneid you have studied? To what extent do you think it is portrayed positively? [25]

4 9274/23/O/N/14 © UCLES 2014 SECTION THREE: JUVENAL Answer ONE of the following three questions. EITHER 7 Read the passage below, and answer the questions which follow: And remember, there’s nothing that these women, high-born or not, won’t do for their hot wet groins: when their morals are gone, they’ve just one obsession – sex. ‘But what’s wrong with good looks in the chaste?’ How much use, I ask you, was stern self-restraint to Hippolytus, or to Bellerophon? Phaedra flushed angry-red, as though disdaining rejection; Sthenoboea flared up with a passion that matched the Cretan’s; both lashed themselves into a fury. Pure feminine ruthlessness thrives best on guilt and hatred. What advice, do you suppose, should one give the young man whom Caesar’s wife is determined to marry? This blue-blooded sprig of the highest nobility – wonderfully handsome, too – is raped and doomed by one glance from Messalina’s eyes. She sits there, waiting for him, veiled as a bride, while their marriage-bed is prepared in the public gardens. A million will come as dowry according to ancient ritual; there’ll be witnesses, an augur. You thought these were secret dealings, known only to a few? But she wants a proper wedding. So what’s your decision? If you refuse her commands, you’ll die before lighting-up time; if you commit the crime, you’ll get a brief respite, until your liaison is so notorious that it reaches the Emperor’s ears: he’ll be the last to learn of this family scandal. Till then better do what you’re told, if a few more days’ life matters that much. But whichever way you think quicker and easier, you’ll still have to offer your lily-white neck for the chop. (Juvenal, Satire 10) 5 10 15 20 25 (i) What is Juvenal arguing that people should not pray for in this passage? [1] (ii) Explain the reference to either Hippolytus or Bellerophon. [2] (iii) What is the name of the ‘young man’ referred to in the passage (line 10)? [1] (iv) From this passage, find three examples of Juvenal’s satiric technique. Write out the example, identify the technique and explain its effect. [6] (v) ‘Women are only portrayed as villains.’ How far do you agree with this description of women in the Satires of Juvenal you have studied? [15] [25]

5 9274/23/O/N/14 © UCLES 2014 [Turn over OR 8 ‘Juvenal always portrays emperors in a negative way.’ To what extent do you agree with this statement? [25] OR 9 ‘Juvenal’s Satires are as true today as they were then.’ Making reference to at least two Satires, explain how far you agree with this statement. [25]

6 9274/23/O/N/14 © UCLES 2014 SECTION FOUR: ROMAN ARCHITECTURE Answer ONE of the following three questions. EITHER 10 Study the image below, and answer the questions which follow: (i) Identify the building from the image above. [3] (ii) By what other name is the building known? [1] (iii) When was the building started and when was it completed? [2] (iv) Give the precise location of this building. [2] (v) Give two traditional functions of this type of building. [2] (vi) How is this building different from other buildings of this type? [15] [25]

7 9274/23/O/N/14 © UCLES 2014 OR 11 Of the different types of buildings you have studied, which do you think would have made the greatest impact on the ancient visitor, and why? In your answer, you should include discussion of at least three different types of building and make reference to specific examples of each type of building. [25] OR 12 ‘Architects should design public buildings with strength, function, and beauty in mind.’ Select three buildings or structures of different kinds and explain how far you think they were strong, functional and beautiful. [25]

8 9274/23/O/N/14 © UCLES 2014 Copyright Acknowledgements: Question 1 © ed. M G L Cooley, trans. B Wilson; LACTOR 17; The Age of Augustus; Cambridge University Press; 2003. Question 3 © trans. D West; Virgil; The Aeneid; Penguin Books Ltd; 1991. Question 4 © trans. P Green; Juvenal; The Sixteen Satires; Penguin Books Ltd; 1998. Question 10 J Welsby © UCLES. 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. 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. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary and Advanced Level MARK SCHEME for the October/November 2014 series 9274 CLASSICAL STUDIES 9274/23 Paper 2 (Roman Civilisation), 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 2014 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 9274/01 & 02 Generic marking descriptors: gobbet essays (AS) • The full range of marks will be used as a matter of course. • Examiners will look for the ‘best fit’, not a ‘perfect fit’ in applying the Levels. • Examiners will provisionally award the middle mark in the Level and then moderate up/down according to individual qualities within the answer. • Question-specific mark schemes will be neither exhaustive nor prescriptive. Appropriate, substantiated responses will always be rewarded. Level/marks Descriptors Level 1 13–15 ANSWERS MAY NOT BE PERFECT, BUT WILL REPRESENT THE VERY BEST THAT MAY BE EXPECTED AT THIS LEVEL. • will be comprehensive in coverage; • will be detailed in knowledge; • will be detailed in the use of specific examples in support of points made; • will be attentive to all parts of the question in equal depth; • will be lucid in style and organisation; • will show evidence of individual thought and insight; • the answer is fluent. Level 2 10–12 • will be very good in coverage; • will be supported with good/adequate examples and illustrations; • will be attentive to all parts of the question in some depth; • will be well organised and clearly expressed; • may have some minor errors; • for the most part, the answer is fluent. Level 3 7–9 • will be adequate in coverage of question requirements, but perhaps unbalanced in treatment; • will be supported with fewer examples and detail; • will be too general; • may be stylistically clumsy or inconsistent; • may contain irrelevant material; • shows some fluency. Level 4 4–6 • will be deficient or limited in knowledge; • will show misunderstanding or misinterpretation of the question; • will use few or irrelevant examples; • will be muddled and limited in expression. Level 5 0–3 • will show serious misunderstanding of the question or lack of knowledge; • will show factual inaccuracies; • will not use examples; • will not make relevant points.

Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 9274/01 & 02 Generic marking descriptors: full essays (AS) • The full range of marks will be used as a matter of course. • Examiners will look for the ‘best fit’, not a ‘perfect fit’ in applying the Levels. • Examiners will provisionally award the middle mark in the Level and then moderate up/down according to individual qualities within the answer. • Question-specific mark schemes will be neither exhaustive nor prescriptive (unless specified to the contrary). Appropriate, substantiated responses will always be rewarded. Level/marks Descriptors Level 1 21–25 ANSWERS MAY NOT BE PERFECT, BUT WILL REPRESENT THE VERY BEST THAT MAY BE EXPECTED AT THIS LEVEL. • will be comprehensive in coverage; • will be detailed in knowledge; • will be detailed in the use of specific examples in support of points made; • will be attentive to all parts of the question in equal depth; • will be lucid in style and organisation; • will show evidence of individual thought and insight; • the answer is fluent. Level 2 16–20 • will be very good in coverage; • will be supported with good/adequate examples and illustrations; • will be attentive to all parts of the question in some depth; • will be well organised and clearly expressed; • may have some minor errors; • for the most part, the answer is fluent. Level 3 11–15 • will be adequate in coverage of question requirements, but perhaps unbalanced in treatment; • will be supported with fewer examples and detail; • will be too general; • may be stylistically clumsy or inconsistent; • may contain irrelevant material; • shows some fluency. Level 4 6–10 • will be deficient or limited in knowledge; • will show misunderstanding or misinterpretation of the question; • will use few or irrelevant examples; • will be muddled and limited in expression. Level 5 0–5 • will show serious misunderstanding of the question or lack of knowledge; • will show factual inaccuracies; • will not use examples; • will not make relevant points.

Page 4 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 Section One: Augustus 1 (i) In which battle were Cassius and Brutus defeated? [1] Phillippi (ii) In which year did the battle take place? [1] 42 B.C. (iii) What were the proscriptions (line 8)? Briefly describe how proscriptions were carried out. [4] The legalised murder of opponents of the Triumvirate. A list of victims was published in the Forum, and anyone who killed someone on the list would be given a reward. (iv) Briefly explain how Augustus organised control of the provinces. [4] The provinces were divided up between those controlled by the Senate and those directly under Augustus’ own control. Peaceful provinces were administered by the Senate, while Augustus retained control of strategic areas, such as Egypt, and those which contained an army. (v) Using this passage as a starting point, explain how, by 23 B.C., Augustus had become the most powerful man in the Empire. [15] When Julius Caesar was assassinated, Octavian decided to attempt to gain power. He used Caesar’s name and army to obtain a measure of power. His alliances, including the 2nd Triumvirate, helped to place him at the head of events. He used his allies and position to gradually remove his rivals, leading to the Battle of Actium. After defeating Antony, Augustus ruled by nominally using the Senate. The Settlement of 27 B.C. gave Augustus auctoritas, but meant that he had no legal power over provincial governors and their armies, nor did he have civil power in Rome. This proved to be inadequate so, in 23 B.C., Augustus resigned his consulship. The Senate responded by giving him new powers, which enabled him to rule the Empire directly whilst under the guise of the constitution. The first was maius imperium proconsulare, which gave him authority over all provincial governors, and they also agreed that this authority should not lapse within the city boundary, unlike other proconsular authority. In addition, they gave him tribunician power, which meant he had civil authority over Rome itself. He could thus overrule any decision of the Senate or magistrates.

Page 5 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 2 ‘Augustus was a master in the use of propaganda, both in gaining power and in keeping it.’ Explain how far you agree with this statement. [25] SEE THE ESSAY MARKING DESCRIPTORS FOR THE LEVELS Propaganda played a very important part in Augustus’ life. His use of his connections with Julius Caesar helped him in his first steps to power, and after Caesar was deified, his status was enhanced as he was divi filius. He used propaganda to blacken the reputations of Caesar’s assassins, and it was an important tool in his war with Antony. His portrayal of Antony as seduced by the evils of the East and by Cleopatra, especially by revealing the contents of Antony’s will, was a major factor in uniting Italy behind him in the Actium campaign. After gaining power, his presentation of himself as the saviour of Rome and the bringer of peace was instrumental in keeping power. He used a variety of methods: carefully chosen titles (Augustus, Pater Patriae), the building programme, restoration of traditional religious practices and use of the Arts (poetry, sculpture) all helped to show him as a man Rome needed and could rely on. That he was a master in the use of propaganda is shown by the success he had in convincing the Roman people of the image of him he wanted them to see. 3 What were the main features of religion in Rome under Augustus? Why did Augustus place so much importance on religion during his reign? [25] SEE THE ESSAY MARKING DESCRIPTORS FOR THE LEVELS Augustus seemed to be a strongly religious man. He supported the traditional Roman religion, claiming that the help of the gods was a vital factor in making Rome strong. When he gained control of the state, he spent a great deal of money on renovating temples in Rome and building new ones. He re-established old forms of worship, such as the Secular Games, the Lupercal celebration and the Compitalia. He personally held many of the chief religious offices of state, including Pontifex Maximus. He used the religious ideas to try and restore traditional Roman morals. He also used religion to embellish his position; his adoptive father Julius Caesar was deified, and he was even worshipped himself in the East in conjunction with the goddess Roma. He used poets such as Horace and Virgil to increase the link between himself, the gods and Rome’s greatness. The restoration of traditional religious practice was the main feature of his reign – its importance lay in the stability and unity it provided in the state, as well as the boost it gave to Augustus himself.

Page 6 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 Section Two: Virgil 4 (i) In which city, and in whose temple, is Aeneas standing in this passage? [2] Carthage, Juno (ii) ‘lost in amazement at what he saw’ (line 2). At what has Aeneas been looking? [1] Depiction of the fall of Troy (iii) Look at the simile ‘she was like Diana...for the kingdom that was to be’ (lines 4–11). Explain two points of similarity between the simile and the scene it is intended to illustrate. [4] Any two of the following: [1 per point + 1 per explanation] • Diana and Dido both chaste; • Dido also depicted later hunting; • Dido’s and Diana’s superiority/stature both stressed; • both leaders of the people. (iv) Explain the reference to the ‘cloak of cloud’ (line 23). [3] Venus, fearing for Aeneas’ safety, has cast a cloud around Aeneas to obscure him from Carthaginian eyes. (v) Using this passage as a starting point, discuss to what extent you think that Dido was a good leader. [15] There is scope in the passage to admire in Dido as a leader: • at ease with the people; • walking happily with the people; • well motivated – hastening the work for her future realm; • religious – Juno’s temple; • powerful – ‘armed guards’, she takes centre seat on a raised platform; • just – ‘fair division’; • law giver; • possesses sound judgment – ‘balanced judgement’; • autonomous. Elsewhere she has successfully endured her exile and founded a city at whose sight Aeneas is in awe. She is immensely generous in her hospitality towards Aeneas and his followers and even offers to rule jointly with Aeneas. One of the reasons suggested by Anna for pursuing a relationship with Aeneas is to protect the kingdom. Inevitably, answers will argue that she is a poor leader because she allows the building of the city to falter in her desire for Aeneas, and the military training languishes. She also would rather commit suicide than continue with the job of ruling the kingdom. However, responses might also consider that her downfall is also the work of the gods as was Aeneas’ arrival upon her shores, and therefore all this intervention significantly impacts upon her abilities to be a good leader.

Page 7 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 5 Explain the importance of the prophetic passages in the books of the Aeneid you have studied. [25] SEE THE ESSAY MARKING DESCRIPTORS FOR THE LEVELS Prophecy is important as it praises the Augustan regime and fulfils the expectations of his literary patron. Virgil does this by: • giving special emphasis to Augustus; • speaking of his deification; • his dominion; • the spoils he will bring back as he furthers the Roman Empire; • his comparisons to Bacchus and Hercules; • his establishment of the Pax Romana. It also emphasises the Claudian dynasty as directly descended from Aeneas and the eulogy for Marcellus is overwhelming. Prophecy glorifies and honours great figures in Rome’s history such as the Republic’s heroes, the Scipios etc., and shows pride in their achievements which are held up as examples of good behaviour. Prophecy asserts the antiquity of Rome and gives it a glorious history. Prophecy displays the extent of the Roman Empire and the fact that it is divinely sanctioned and that there will be no end. As a plot device, prophecy leaves us in no doubt from the very start that Aeneas will be successful in his mission. Instead of us wondering whether he will succeed, it allows us to concentrate on how he is going to succeed. There is also a range of minor prophecies that add to the story. In Book 2, Aeneas receives snippets of his destiny from various characters which he has to put together, much like a jigsaw. Prophecy also explains the intense hatred between Carthaginians and Romans in Book 4.

Page 8 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 6 In what ways is love depicted in the books of the Aeneid you have studied? To what extent do you think it is portrayed positively? [25] SEE THE ESSAY MARKING DESCRIPTORS FOR THE LEVELS Love is depicted in a variety of ways, some positively, some negatively. Candidates will discuss some of the following: • Dido and Aeneas’ love affair leading to the former’s suicide; • Aeneas risks his own life in trying to find his wife at the end of Book 2 and is denied the embrace for which he longs; • The love of a son for his father nearly leads Aeneas to rush back into the burning city when Anchises refuses to leave. Aeneas makes the troublesome journey to the Underworld to see his father and obey his summons; • The love of a mother for her son is not necessarily harmonious – Venus appearing in disguise when helping her son in Book 1, creating a situation from which it is difficult for Aeneas to extricate himself. However, she does help him in Book1 and in finding the Golden Bough; • The love of a father for his son – the raw emotion shown between Anchises and Aeneas upon their reunion; • Sisterly love is seen between Anna and Dido, with Anna actively encouraging the love which will doom her sister and cause the two to be split from each other; • Love of a city is evident in Aeneas’ futile efforts to try to save Troy; • Aeneas’ devotion to his mission is also not necessarily straightforward – he dallies in Carthage, tells Dido that it is not of his own free will that he is making for Italy.

Page 9 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 Section Three: Juvenal (i) What is Juvenal arguing that people should not pray for in this passage? [1] Good looks (ii) Explain the reference to either Hippolytus or Bellerophon. [2] Hippolytus’ step-mother falls in love with him. As a result of Hippolytus not reciprocating her feelings, she falsely accused Hippolytus and took her life. Theseus, her husband, banishes Hippolytus because of a false letter left by Phaedra. Hippolytus is killed whilst going into exile. Stheneboea nursed a hopeless passion for Bellerophon, and when he refused her, she accused him of rape and took her life. (iii) What is the name of the ‘young man’ referred to in the passage (line 10)? [1] Gaius Silius (iv) From this passage, find three examples of Juvenal’s satiric technique. Write out the example, identify the technique and explain its effect. [6] Any three of the following with appropriate discussion: • use of superlative – ‘highest nobility’; • use of contrast – nobility and looks set against the rape by one look of Messalina’s eyes; • use of direct speech; • putting the reader in Silius’ position; • use and mockery of famous people – Messalina; • hyperbole in the metaphor of Messalina raping Silius with her eyes; • accumulation of examples; • use of rhetorical question – what’s wrong with good looks in the chaste; • sexual references – hot wet groins; • use of mythology to prove a point – Phaedra et al.; • sarcasm – both lashed themselves into a fury, lily white neck.

Page 10 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 (v) ‘Women are only portrayed as villains.’ How far do you agree with this description of women in the Satires of Juvenal you have studied? [15] Women are often portrayed in a villainous way by Juvenal. In the passage, the story of Messalina is a useful example of the evil habits Juvenal believes women follow, of how powerful some of them are and of how notorious their behaviour can be; for instance, the extent of the wife going through with a public wedding ceremony. They are also one of the reasons he writes satire in Satire 1 (“when well-born girls go crazy…”). They are often seen as being unfaithful, receiving gifts from their lovers or are easily seduced “there’s nothing that these women won’t do for their hot wet groins”, such as murdering and burying their husbands, getting away with it and teaching others to follow their example. Aristocratic women are presented as prostitutes who earn a fortune from their services (“legionary tribune’s pay to his aristocratic amateur call-girl”, and even earns a whole legacy in Satire 10 – “the whole estate is bequeathed to some professional sexpot”). The calling of the Vestal Virgins is no longer sacrosanct and there is also reference to the behaviour of Phaedra and Stenoboea. It should also be noted that occasionally Juvenal portrays women to be victims. The fates of the beautiful Lucretia and Virginia are mentioned. In Satire 1, husbands are pimping out their wives to earn money, daughters and brides are seduced for cash and there is also the example of the grief of Polyxena and Cassandra from mythology and the fate of Hecabe. 8 ‘Juvenal always portrays emperors in a negative way.’ To what extent do you agree with this statement? [25] SEE THE ESSAY MARKING DESCRIPTORS FOR THE LEVELS Juvenal shows Domitian in Satire 5 in a very poor light. He summons the council to discuss what to do with the extra-large fish, and wastes their time when there are more pressing things to discuss. He is susceptible to flattery. The council themselves are intimidated and afraid of him because of his brutal treatment and, as a result, refuse to offer impartial advice. He concludes the Satire by saying that Domitian did not have the empire’s best interests at heart and that he was exceptionally extravagant in his banquets. Domitian also ‘robbed Rome of her most illustrious and noblest sons.’ Nero’s murderous reputation is also highlighted in Satire 10, and Satire makes reference to the fact that it is a death sentence to denounce an imperial favourite. Tiberius’ ineffectual rule is shown by his retreat to Capri, and the shortcomings of Claudius’ relationship with his wife are underlined. However, a more positive view of an emperor is given at the beginning of Satire 10 and in his comments about Trajan’s reign.

Page 11 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 9 ‘Juvenal’s Satires are as true today as they were then.’ Making reference to at least two Satires, explain how far you agree with this statement. [25] SEE THE ESSAY MARKING DESCRIPTORS FOR THE LEVELS There are many alien concepts in the Satires for the modern day reader. These might include: • slavery; • emperors; • patron client system; • religion; • extensive use of Roman history and mythology to illustrate points. However, there are a number of parallels which candidates might discuss. These include: • drawbacks of living in a city – cost of living, noise, congestion, poor accommodation, crime, need to keep up appearances, unemployment, violence; • the allure of living in the country – cheaper, lack of pretence, simpler living; • corruption in the political arena in Satire 4; • the purpose of life and what to pray for in Satire 10; • the importance of wealth in people’s lives and the extremes people will go to gain it; • the existence of racism.

Page 12 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 Section Four: Roman Architecture 10 (i) Identify the building from the image above. [3] Basilica of Constantine and Maxentius (ii) By what other name is the building known? [1] Basilica Nova (iii) When was the building started and when was it completed? [2] • started 306 A.D. • completed 313 A.D. (iv) Give the precise location of this building. [2] • the edge of the Sacred Way/forum Romanum • Rome (v) Give two traditional functions of this type of building. [2] • business centre • law court

Page 13 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 (vi) How is this building different from other buildings of this type? [15] The basilica became an integral part of the Roman forum form from about the 2nd century B.C. Its form had developed from the Greek stoa but is different from it in that the emphasis is on the internal arrangements and decoration rather than on the external appearance. The basilica had a variety of functions, combining both business and judicial roles. Vitruvius even suggests that a basilica should be built in the warmest corner of the forum so that the business men and lawyers do not get cold in the winter! General features of a basilica: • the main entrance could be located on either the long or the short side; • the raised tribunal, which held the magistrates’ seating, was on the wall directly opposite the entrance; • the centre of the building was an open rectangular space called the nave; • the nave had a higher roofline than the surrounding area; • the nave was lit by clerestory windows; • the lower roofline was usually flat and made of timber beams; • the nave was supported by an internal colonnade which divided the interior into aisles. Candidates should have knowledge of at least one basilica other than that of Maxentius and Constantine, for example, the basilica at Pompeii, basilica Aemilia/Iulia in the Forum Romanum, basilica Ulpia in Trajan’s forum. As advances were made in the use of concrete in construction, the traditional form of the basilica was adapted to include several internal colonnades and semi-circular apses. This also meant that basilicae increased in size. Basilica of Constantine and Maxentius: • bigger than other basilicae (foundation platform measured 100m × 65m and central nave 80m × 25m); • triple arched doorway with a rectangular portico supported by Corinthian columns as entrance, not just one entrance; • shallow apse at the west end with a colossal statue of the emperor; • nave flanked by three coffered barrel-vaulted arched recesses; • the basilica’s roof had three huge cross-vaults, measuring 35m from base to top; • there was a series of engaged entablatures supported by Corinthian columns, four down each side of the nave; • series of semi-circular windows in the clerestory of the nave, under the cross-vaults and set into the back of the basilica’s walls; • Constantine built a new entrance in the middle of the south wall, fronted by a porch of porphyry columns set on a flight of steps; • another apse was added on the north wall to provide a visual focus for the new entrance.

Page 14 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 23 © Cambridge International Examinations 2014 11 Of the different types of buildings you have studied, which do you think would have made the greatest impact on the ancient visitor, and why? In your answer, you should include discussion of at least three different types of building and make reference to specific examples of each type of building. [25] SEE THE ESSAY MARKING DESCRIPTORS FOR THE LEVELS Candidates have studied specific examples (as set out in the specification) and one other example, of the following types of buildings: • amphitheatres; • basilicae; • public baths; • temples; • theatres; • triumphal arches. It does not matter which type of building candidates think visitors would have found most impressive. There may be reference to the design of the buildings, the materials used and the decoration of the buildings. Expect good detail of the chosen examples and a strong line of argument focusing on the word impressive. 12 ‘Architects should design public buildings with strength, function, and beauty in mind.’ Select three buildings or structures of different kinds and explain how far you think they were strong, functional and beautiful. [25] SEE THE ESSAY MARKING DESCRIPTORS FOR THE LEVELS For a successful response to this question, candidates will need to address all three areas highlighted in the question. The following points might be considered but the list is not exhaustive. Strength: • choice of material: concrete, marble, brick; • choice of structural system: post and lintel, arch and vault. Function (much will depend on the buildings or structures chosen): • candidates will need to decide what is required to make their chosen buildings/structures function effectively; • arched structure required to span large obstacles such as rivers for aqueducts; • large numbers of spectators needed to be able to enter and leave the Flavian Amphitheatre within a relatively short space of time; • heating systems in the baths needed to be efficient and economical. Beauty (points may overlap with other categories): • choice of material; • use of marble, either as main material or as facing stone; • use of coloured marble; • use of stucco; • use of metalwork, e.g. bronze; • BUT is it the structure itself which is beautiful (and what makes it so?) or is it the added decoration? There should be reference to specific examples of buildings studied by the candidates.