OCR AS Level Ancient History H407/21: Republic & Empire QUESTION PAPER & MARK SCHEME, November 2020

OCR AS Level Ancient History H407/21: Republic and Empire QUESTION PAPER & MARK SCHEME, November 2020

Section A: The Julio-Claudian Emperors, 31 BC–AD 68

Question 1*

‘The sources consistently underestimate the significance of the contribution of other individuals to the reigns of the Julio- Claudian emperors.’ How far do you agree with this view? [30 marks]

Assessment Objectives

AO3 = 15 marks = Use, analyse and evaluate ancient sources within their historical context to make judgements and reach conclusions about: • historical events and historical periods studied

• how the portrayal of events by ancient writers/sources relates to the historical contexts in which they were written/produced.

AO2 = 10 marks = Analyse and evaluate historical events and historical periods to arrive at substantiated judgements
AO1 = 5 marks = Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied.

Please note that while the descriptors for AO2 and AO3 are given separately in the levels, the analysis and evaluation of sources & historical events and historical periods may be combined in responses.

Additional guidance

The ‘Indicative content’ is an example of historically valid content; any other historically valid content is acceptable and should be credited in line with the levels of response.

Level

Marks

Level descriptors

Indicative content

Level 5

25–30

• Response uses a very good range of fully appropriate examples from the ancient sources. The sources are thoroughly analysed and evaluated, to reach logically reasoned, well-developed judgements about how the way they portray events relates to the context in which they were produced, and to draw fully substantiated and convincing conclusions about the historical issue in the question. (AO3)

• The response has an excellent explanation that convincingly and very thoroughly analyses and appraises historical events and periods in order to reach substantiated, sustained, and well-developed judgements. (AO2)

• The response demonstrates a very good range of accurate and detailed knowledge and a sophisticated understanding of relevant historical features and characteristics. There is a consistent focus on the question throughout the answer. (AO1)

No set answer is expected. It is possible to reach the highest marks with conclusion(s) either agreeing, disagreeing, or anywhere between providing the response has addressed the issue of extent. Responses should be marked in-line with the level descriptors.

Candidates should consider the significance for the emperors of a variety of people who may have contributed to their reigns; they should consider the nature and extent of the contribution as shown in the sources; they may consider the different members of the imperial family such as wives, children, and relatives and how they were involved in the lives and reigns of the Julio-Claudians; they may consider the similar approaches of the emperors towards the use of family and others (e.g. senators, equestrians, freedmen etc) and their differing reasons for the involvement of others in aspects of government and decision-making. They should consider the significance of the contributions and the extent of change/continuity during the period.

H407/21 Mark Scheme November 2020

There is a well-developed and sustained line of reasoning which is coherent and logically structured. The information presented is entirely relevant and substantiated.

They should examine the evidence for the contributions of others and assess the issue in the question concerning ‘underestimating’ their contributions. They may also consider the different interpretations by the sources both contemporary and non-contemporary.

Answers are likely to include:

• Augustus’ use of Marcellus, Agrippa, Lucius, Gaius and

  Tiberius as successors (and Julia’s marriages);

• Augustus’ use of various family members and others as

  officials, generals, governors etc e.g. Agrippa as general, overseeing the water supply, grain, as fellow tribune; Tiberius, Drusus in Germania; Maecenas (propaganda), Livia,

• Tiberius: Drusus, Germanicus (mutinies in Germany), Sejanus, Macro (Praetorian commanders); Gaius (successor);

• Gaius: Macro

• Claudius: wives, freedmen (Pallas, Narcissus), senators e.g.

  Vitelliius; generals e.g. Aulus Plautius, Corbulo (Rhine),

  Vespasian, Scapula (Britain);

• Nero: Agrippina, Seneca, Burrus, Poppaea, Tigellinus; Paulinus

  (Britain), Corbulo (Parthia);

• Individuals in a variety of roles in Rome and the Empire;

• The extent and nature of the contribution to the administration

  of Rome and the Empire, security, control, maintaining the power of the emperors, dealing with opposition, enacting decisions of emperors etc.

Level 4

19–24

• Response uses a good range of appropriate examples from the ancient sources. The sources are analysed and evaluated, to reach logically reasoned, developed judgements about how the way they portray events relates to the context in which they were produced, and to draw substantiated and convincing conclusions about the historical issue in the question. (AO3)

• The response has a very good explanation that convincingly and thoroughly analyses and appraises historical events and periods in order to reach substantiated and developed judgements. (AO2)

• The response demonstrates a good range of accurate and detailed knowledge and a well-developed understanding of relevant historical features and characteristics. There is a consistent focus on the question throughout the answer. (AO1)

  There is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and in the most part substantiated.

H407/21 Mark Scheme November 2020

Level 3

13–18

• Response uses a range of appropriate examples from the ancient sources. The sources are analysed and evaluated, to reach logically reasoned judgements about how the way they portray events relates to the context in which they were produced, and to draw supported, plausible conclusions about the historical issue in the question. (AO3)

• The response has a good explanation that convincingly analyses and appraises historical events and periods in order to reach supported judgements, though these are not consistently developed. (AO2)

• The response demonstrates a reasonable range of accurate and sometimes detailed knowledge and a reasonable understanding of relevant historical features and characteristics. There is a consistent focus on the question through most of the answer. (AO1)

  There is a line of reasoning presented with some structure. The information presented is in the most-part relevant and supported by some evidence.

Supporting source details may include:

• Res Gestae: 8.2 Agrippa as censor, 22.2 Centennial Games; 14 Gaius, Lucius, 21.1 Marcellus; role of Tiberius 8.4 censor; 27.2 in the East, 30.1 Pannonia;

• Augustus; Tacitus Annals 1.3 succession; role of Livia implied; 3.56 Tiberius gains tribunician potestas; 4.57 Germanicus possible heir; 6.10 importance of Maecenas; city prefect Corvinus, Piso; 2.59 equestrian governor of Egypt; family, friends Suet. Aug. 64-66; Suet. Aug. 37 new roles for senators;

• Tiberius: Drusus (son) in Pannonia Tacitus Annals 1.24ff esp. 1.29; Blaesus in Africa Tacitus Annals 3.73-74;

• Velleius 2.88 Maecenas deals with Lepidus plot; 2.93 Agrippa married to Julia; 2.94 Tiberius sorts out the grain shortage; 2.95, 97, 121 success of Drusus, Tiberius on Rhine; Horace Odes 4.15

• Germanicus: Ovid Fasti 1.1-14 Tacitus Annals 1.31ff mutiny in Germany esp. 1.42 speech; role of Piso Tacitus Annals 2.55, 57, 2.71 (Germanicus’ speech);

• Laudatio Agrippae

• Praetorians: Tacitus Annals 1.7 Strabo, Turranius; Sejanus: Velleius 2.127. 128.4 praise; Tacitus Annals 4.1-3; 4.41 Sejanus in charge as Tiberius retires; 4.74 arrogance; Dio 58.4 increase of powers; Suet. Tib. 65, Dio 58 8.4-11 fall, Macro’s role; Tigellinus Tacitus Annals 15.37 debauchery, 40 Fire of Rome; Jos. JA 19. 227ff Claudius accession; Suet. Claudius 10;

• Claudius freedmen and wives Suet. Claudius 25, 29, Pliny NH 33.134: Messalina Dio 60.14.1-4, 17.8-18; Pallas and Agrippina -Tacitus Annals 12.25-6 adoption of Nero; accession of Nero Tacitus Annals 12.68-69; Suet. Claudius 44f;

• Nero: freedmen- Helius Suet. Nero 23; Epaphroditus Suet. Nero 49 (secretary)

Level 2

7–12

• Response uses some appropriate examples from the ancient sources. The sources are analysed and evaluated, to reach judgements about how the way they portray events relates to the context in which they were produced, and to draw some supported conclusions about the historical issue in the question. (AO3)

• The response has an explanation that analyses and appraises historical events and periods, and this is linked appropriately to judgements made, though the way in which it supports the judgements may not always be made fully explicit. (AO2)

• The response demonstrates a limited range of accurate knowledge and understanding of relevant historical features and characteristics, though this may lack detail. The question is generally addressed, but the response loses focus in places. (AO1)

  The information has some relevance, but is communicated in an unstructured way. The information is supported by limited evidence, the relationship to the evidence may not be clear.

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