Cambridge A Level Classical Studies 9274 — 2017 Oct/Nov Paper 3 · Variant 2

This document consists of 3 printed pages, 1 blank page and 1 Insert. DC (LEG) 148849 © UCLES 2017 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 0 0 9 9 9 9 7 5 2 9 * CLASSICAL STUDIES 9274/32 Paper 3 Classical History – Sources and Evidence October/November 2017 1 hour 30 minutes No Additional Materials are required. READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet. This paper contains two questions. Answer one question. Each question is marked out of 50. You are advised to spend 20 minutes reading and thinking about the three passages in the question 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.

2 9274/32/O/N/17 © UCLES 2017 1 The Changing World of Athens: its friends and enemies Read the following passage and answer the question that follows: It is indeed hard to exaggerate the extent to which the Sicilian disaster, and Athenian and other Greek perceptions of it, changed the political situation in Athens. For all the ups and downs in Athenian military fortunes during the Archidamian War, Athens never had to face the prospect of total defeat. In particular, none of Athens’ failures had involved its fleet … . But what Athens faced in the aftermath of the Sicilian disaster was not just the prospect of military defeat. It was the prospect that democracy was a failure. R. Osborne, Athens and Athenian Democracy (2010) To what extent do the outcomes of wars in the fifth century BC show that Athenian democracy was ‘a failure’? In your answer you should consider the passage above and your wider reading as well as the two passages below: At this point I find myself compelled to express an opinion which I know most people will object to; nevertheless, as I believe it to be true, I will not suppress it. If the Athenians, through fear of the approaching danger, had abandoned their country, or if they had stayed there and submitted to Xerxes, there would have been no attempt to resist the Persians by sea; and in the absence of a Greek fleet, it is easy to see what would have been the course of events on land. … In view of this, therefore, one is surely right in saying that Greece was saved by the Athenians. It was the Athenians who held the balance: whichever side they joined was sure to prevail. It was the Athenians, too, who, having chosen that Greece should live and preserve her freedom, roused to battle the other Greek states which had not yet submitted. It was the Athenians who – after the gods – drove back the Persian king. Herodotus, Histories, 7. 139 [The Sicilian expedition] was the greatest Hellenic action that took place during this war, and, in my opinion, the greatest action that we know of in Hellenic history – to the victors the most brilliant of successes, to the vanquished the most calamitous of defeats; for they were utterly and entirely defeated; their sufferings were on an enormous scale; their losses were, as they say, total: army, navy, everything was destroyed, and, out of many, only a few returned. So ended the events in Sicily. Thucydides, History of the Peloponnesian War, 7. 87

3 9274/32/O/N/17 © UCLES 2017 2 The Roman Empire: civilisation or submission? Read the following passage and answer the question that follows: Gnaeus Julius Agricola, who had previous experience in Britain, was to serve an unusually long stint in the post. He conducted a series of six campaigns, which projected Roman power ever further northwards, and looked set to establish the whole island of Britain as Roman territory. The campaigns can only really be followed by seeking to identify the marching camps which the Roman army built each evening as they campaigned, for the information provided by Tacitus is frustratingly imprecise and too vague to determine the exact lines of advance. P. Parker, The Empire Stops Here (2009) How far do the sources help us to understand the different ways in which the Roman Empire expanded? In your answer, you should consider the passage above and your wider reading as well as the two passages below: Caesar’s arrival changed the situation: the Aedui had their hostages restored to them, and not only regained their former dependencies but acquired new ones with Caesar’s help, because those who became their allies found that they were better off and more equitably governed than before. In other respects, too, their influence and standing were enhanced, and the Sequani lost their supremacy. Their place was taken by the Remi; and as it was known that they stood as high in Caesar’s favour as the Aedui, tribes which on account of old feuds could not be induced to join the Aedui were placing themselves under the protection of the Remi, who by taking good care of them were able to maintain the unaccustomed power that they had suddenly acquired. Caesar, Conquest of Gaul, 6.12 The territory of Archelaus was brought under direct Roman rule, and a man of equestrian rank at Rome, Coponius, was sent as procurator with authority from Caesar to inflict the death penalty. In his time a Galilaean named Judas tried to stir the natives to revolt, saying that they would be cowards if they submitted to paying taxes to the Romans, and after serving God alone accepted human masters. This man was a rabbi with a sect of his own, and was quite unlike the others. Josephus, The Jewish War (Penguin chapter 7)

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® IGCSE is a registered trademark. This document consists of 4 printed pages. © UCLES 2017 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary and Advanced Level CLASSICAL STUDIES 9274/32 Paper 3 Classical History – Sources and Evidence October/November 2017 MARK SCHEME Maximum Mark: 50 Published 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2017 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

9274/32 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 2 of 4 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 are 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.

9274/32 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 3 of 4 Question Answer Marks 1 To what extent do the outcomes of wars in the fifth century BC show that Athenian democracy was ‘a failure’? In your answer you should consider the passage above and your wider reading as well as the two passages below: Specific The quotation from Osborne’s book focuses on the significance of the Sicilian disaster for Athens and in particular the link between this catastrophe and the eventual loss to Sparta at the end of the Peloponnesian War. The passage also raises the issue of the role of the democratic system in leading to the outcome of the expedition. In answering the question, candidates will need to draw on a variety of sources to present their argument. Answers will need to consider what happened in the immediate aftermath of the Sicilian disaster and the responses of both Athens and Sparta to that challenge. The question more generally asks candidates to consider whether the democracy had a negative impact on Athens over a longer period. There is scope therefore to look at the success (and failure) of Athens more generally over the course of the fifth century BC, and look at a range of conflicts, which may include the Ionian Revolt, the Marathon campaign, the Persian War of 480/79 BC, the formation of the Delian League and the conflicts both with Persia and other Greek states down to the start of the Peloponnesian War. Good answers will keep returning to the issue of the democratic system and its role in the outcomes of wars. Candidates may also want to consider the re-establishment of the democracy in 403 BC. There is scope for some narrative detail here, but the best responses will look at the importance to Athens of its democratic constitution and the impact of this on crucial decisions such as the decision to help the Ionians or fight at Marathon. Although the Osborne passage focuses on the Sicilian expedition, there is considerable scope for discussion of the final stages of the war and the extent to which Athens in fact recovered from what might seem a hopeless position. However, the later stages of the Peloponnesian War are often not well known, so examiners may exercise some judgment over what constitutes a reasonable range. The passages help focus on two areas. The Herodotus passage focuses on the achievement of Athens in developing into a formidable fighting force and so playing a decisive role in Greek resistance to the invasion of 480/79 BC: the role of the Athenian navy is crucial here. The Thucydides passage directs candidates towards the magnitude of the Sicilian disaster. There is no direct link to the democratic system here, but good candidates will no doubt link to the Sicilian debate in Thucydides Book 6 where we get a sense of the inherent difficulties in the Athenian leadership system and the risks in expecting the Assembly to make an informed decision about a complex matter. Candidates may draw any sensible conclusions provided that these are supported with critical reference to the texts. 50

9274/32 Cambridge International AS/A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 4 of 4 Question Answer Marks 2 How far do the sources help us to understand the different ways in which the Roman Empire expanded? In your answer, you should consider the passage above and your wider reading as well as the two passages below: Specific The passages offer candidates the opportunity to discuss the three different elements from the course: Caesar, Agricola and Josephus. The opening passage from Parker should lead candidates to discuss the difficulties of looking at the military campaigns which led to much of the expansion of the empire, but may also afford them the opportunity to consider Caesar’s detailed account of his campaign in contrast with the point made here about Tacitus. Candidates might also consider Agricola’s role as a governor in Britain, and note the different nature of that role in comparison with, for example, the roles of Caesar and Coponius as outlined in the following passages. Candidates should also be able to discuss the role of diplomacy in the expansion of the empire as suggested by the passage from Caesar. The suggestion that Caesar’s influence and presence led to changes in the power structures of the ‘natives’, even when there may not have been direct Roman rule, is in marked contrast to the simple idea of crushing rebellions as outlined in Josephus’ passage. With due evaluative care, candidates may wish to consider whether the expansion of the empire owed something to this form of influence, and consider how the boundary between the empire and its neighbours may have developed. The final passage from Josephus, while brief, gives the idea of a Roman procurator going out to a province to strike fear into them by enacting the death penalty. Such an image has much in common with the supposed power indicated by Caesar, but is even more stark in its presentation. Answers might also consider other related ways in which the empire was able to grow, most particularly trade, and the key role of the emperor which is only briefly touched on by the final source. Answers should question the reliability of the sources cited, and consider the extent to which they offer a reliable picture of the events described; in particular in relation to the personal involvement of both Caesar and Josephus in the events which they are recounting. 50