Cambridge A Level Classical Studies 9274 — 2014 Oct/Nov Paper 3 · Variant 1

This document consists of 3 printed pages and 1 blank page. DC (NF) 76332/3 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 1 0 2 1 1 7 0 8 8 5 * CLASSICAL STUDIES 9274/31 Paper 3 Classical History – Sources and Evidence 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 or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. 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 9274/31/O/N/14 © UCLES 2014 1 The changing world of Athens: its friends and enemies Read the following passage and answer the question which follows: Practically all our sources for Athenian democracy were written at Athens, and by Athenians. We possess no account of any democracy other than the Athenian, nor any evaluation of Athenian democracy by other Greeks (apart from one line of high praise in Herodotos). Although we can read in Thucydides passages of evaluation of Athens by the Corinthians or the Spartans, those passages were written by Thucydides the Athenian. There are writings by Lysias and Aristotle, who were not citizens but metics, and it is valuable to have the resident outsiders’ view of the government of Athens; but Lysias was writing his speeches to be delivered by Athenian citizens, and Aristotle taught in the Lyceum at Athens. M.H. Hansen, The Athenian Democracy in the Age of Demosthenes (1991) How reliable a picture of Athenian democracy can we get from the ancient sources? In your answer you should consider the passage above and your wider reading as well as the two passages below. Regular meeting of the Assembly, due to start at sunrise, and not a soul here on the Pnyx! Everybody’s down in the Market Square gossiping, that is when they’re not dodging the red rope. Even the Executive aren’t here. They’ll come in the end – hours late – all streaming in together, and push and shove and heaven knows what to get the front seats. That’s all they care about. How to get peace – they don’t give a damn about that. Oh, Athens, Athens, what are you coming to? Now me, I’m always the first to get here. So I sit down, and after a bit, when I find no one else is coming, I sigh and yawn and stretch and fart and then don’t know what to do, and then doodle on the ground or pluck my hairs or count to myself – and all the time I’m gazing at the countryside over yonder and pining for peace, cursing the city and yearning to get back to my village. Aristophanes, Acharnians 19–33 ‘We regard wealth as something to be properly used, rather than as something to boast about. As for poverty, no one need be ashamed to admit it: the real shame is in not taking practical measures to escape from it. Here each individual is interested not only in his own affairs but in the affairs of the state as well: even those who are mostly occupied with their own business are extremely well-informed on general politics – this is a peculiarity of ours: we do not say that a man who takes no interest in politics is a man who minds his own business; we say that he has no business here at all. We Athenians, in our own persons, take our decisions on policy or submit them to proper discussions: for we do not think that there is an incompatibility between words and deeds; the worst thing is to rush into action before the consequences have been properly debated.’ Thucydides, History of the Peloponnesian War 2. 40

3 9274/31/O/N/14 © UCLES 2014 2 The Roman empire: civilisation or submission Read the following passage and answer the question that follows: In the first century A.D. … the Rhine did not form a boundary between two races. Many tribes included in the Roman Empire were akin to the ‘free Germans’ on the right bank of the river. No attempt had been made to impose Roman ways on these tribes, which had been allowed to retain their native institutions, but it was hoped that they would with time come to realize the advantages of membership in the Empire, would identify their interests with those of their Gallic neighbours, and would learn to think of Italy rather than of free Germany as their ‘spiritual home.’ from The Cambridge Ancient History, Volume X, The Augustan Empire 44 BC–AD 70 (1934) To what extent did religion stop the people conquered by the Romans realising the advantages of membership in the Empire? In your answer, you should consider the passage above and your wider reading as well as the two passages below: The two privileged classes are the Druids and the knights. The Druids officiate at the worship of the gods, regulate public and private sacrifices, and give rulings on all religious questions. Large numbers of young men flock to them for instruction, and they are held in great honour by the people. They act as judges in practically all disputes, whether between tribes or between individuals; when any crime is committed, or a murder takes place, or a dispute arises about an inheritance or boundary, it is they who adjudicate the matter and appoint the compensation to be paid and received by the parties concerned. Any individual or tribe failing to accept their award is banned from taking part in sacrifice – the heaviest punishment that can be inflicted upon a Gaul. … All the Druids are under one head, whom they hold in the highest respect. Caesar, The Conquest of Gaul, 6 The Jews with their wives and children massed on the plain near the city, and appealed to Petronius first for their ancestral laws and then for themselves. He yielded to the demands of such a formidable crowd, and left the army and the statues in Ptolemais. Then he advanced into Galilee, and summoning the populace with all the notables to Tiberias he enlarged on the power of Rome and the threats of Caesar. He demonstrated too the unreasonableness of their demands; for when all the subject races had set up the images of Caesar in their cities among the other gods, for Jews alone to object was tantamount to rebellion and deliberate disloyalty. When they pleaded their Law and ancestral customs and explained that it was not permissible for a graven image of God, much less of a man, to be placed in the Temple or even in some ordinary place in their country, Petronius retorted: ‘Quite so; but I too am bound to keep the law of my sovereign lord: If I break it and spare you, I shall perish as I deserve. It will be the Emperor himself who will make war on you, not I. I am subject to authority just as you are.’ Josephus, The Jewish War (Penguin chapter 7)

4 9274/31/O/N/14 © UCLES 2014 BLANK PAGE Copyright Acknowledgements: Question 1 Question 1 Question 1 Question 2 Question 2 Question 2 © M H Hansen; The Athenian Democracy in the Age of Demosthenes; Duckworth; 1991. © trans. A H Sommerstein; Aristophanes; Lysistrata, The Acharnians, The Clouds; Penguin Books Ltd; 2002. © trans. R Warner; Thucydides; History of the Peloponnesian War; Penguin Books Ltd; 1972. © G H Stevenson & A Momigliano; The Cambridge Ancient History, Volume X, The Augustan Empire 44 BC – AD 70; Cambridge University Press; 1934. © trans. S A Handford, rev. J F Gardner; Caesar; The Conquest of Gaul; Penguin Books Ltd; 1982. © trans. G A Williamson; Josephus; The Jewish War; Penguin Books Ltd; 1981. 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.

® 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 9274/31 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 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 31 © Cambridge International Examinations 2014 Question 1 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 Hansen’s book focuses closely on the nature of the sources. This should provide a stimulus for candidates to focus on the reliability of the surviving evidence, particularly Thucydides. In answering the question, candidates will need to draw on a variety of sources to present their argument. Discussion should focus on the nature of our surviving sources and what we can learn from them about the way control was exercised in the Athenian democracy. Candidates should show knowledge and understanding of Thucydides’ History of the Peloponnesian War, and it is likely that candidates will comment on the very positive presentation of Pericles set against the negative take on other aspects of the democracy. The passages help focus on two areas. Aristophanes sets out a particular view of the working of the democracy in this passage which candidates may critique in some detail. There are references here to institutional leadership (the Boule) and also to the contribution which an individual (in this case Dikaiopolis) can make, even if this results here in frustration. Candidates may evaluate the limitations of the picture drawn from Athenian Old Comedy and compare this explicitly with other evidence we have for assembly meetings (such as the Mytilene debate in Thucydides). The Thucydides passage is taken from the Funeral Speech and suggests the importance of ordinary Athenians in decision making. Candidates may discuss the reliability of this account, setting it against a broader treatment of the democracy elsewhere in Thucydides, and in particular his views on the effectiveness of the democratic system; credit assessment of Herodotus’ view of the importance of democracy to Athens in the earlier part of the century, and his focus on important individual leaders such as Themistocles and Miltiades. Candidates may choose to focus on particular aspects of the democratic system, such as the individuals who acted as leaders or the institutions which helped distribute power. Credit assessment of Hansen’s point of view, especially if supported with examples in context drawn from the sources studied. Candidates may draw any sensible conclusions provided that these are supported with critical reference to the texts.

Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2014 9274 31 © Cambridge International Examinations 2014 Question 2 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 it is suggested that the people in the Empire welcomed the benefits of the Empire, and were allowed to maintain their own native institutions, and that this was a deliberate policy choice by the Romans. On the other hand, the two passages suggest that the situation was rather different. Caesar’s account of the Druids shows the political power of the Druids, which would have made conquest of their territory almost impossible, whilst the passage from Josephus shows the challenges of integrating Roman rule with the established Jewish religion. The Josephus passage suggests that Petronius was respectful of the Jews position, but that Rome (ie. the Emperor) would not tolerate people not bowing to his will. The contrast between the two positions outlined above should be explored by candidates. They should use examples of the expansion of the Roman Empire and the conquest of neighbouring peoples to develop an answer. Candidates could consider areas such as Gaul, Britain and Germany, using evidence from the set sources. In addition, they might focus closely on the events in Jerusalem and Josephus’ account of the Jewish War. 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 texts.