Ancient History
Annotated sample assessment
Category 4: additional test format
Short response and response to a stimulus test
Reproduced with permission of
the Hillbrook Anglican School
2006
About this task
This sample demonstrates:
· Year 12 conditions
· seen and unseen sources
· supervised test conditions
· adequate range of question types.
This annotated sample is intended to be a guide to help teachers plan and develop assessment tasks for
individual school settings
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Purposes of assessment
The purposes of assessment are to provide feedback to students and parents about the learning that has
occurred and to provide feedback to teachers about the teaching and learning processes. Assessment also
provides information on which to base judgments about how well students meet the general objectives of the
course.
In designing an assessment program, it is important that the assessment tasks, conditions and criteria be
compatible with the general objectives and the learning experiences. Assessment then becomes an integral
aspect of a course of study. More information on school-based assessment is available from the QSA
website.
Developing assessment tasks
An assessment task is work undertaken by a student in response to an assessment instrument and learning
experiences and is outlined in a task sheet. In describing assessment tasks to students, teachers need to
ensure that:
· the techniques and instruments chosen allow students to demonstrate achievement in the particular
objective or objectives
· the tasks are written in clear, unambiguous language, thereby ensuring that the teacher and the student
have the same understanding
· the criteria for both formative and summative assessment always refer to the individual’s achievement,
even if assessment has involved group work
· in the assessment of students, the guidelines for quality and equity apply; these are available from the
QSA website
· Task conditions, which are to be consistent with the conditions described in the syllabus, are stated on
task sheets.
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Queensland Studies Authority
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Year 12 Ancient History
Category 4: Additional test format (Short
Response / Response to Stimulus)
Semester
2: Term 1:
200#
Theme 18: The Influence of Groups in Ancient Societies
¹ 90 minutes
Name:
Supervised test.
@ Blue or black
Theme identified.
Teacher:
Class:
Date:
Task:
In class you have been studying the entertainments of the Ancient Roman arena, and the various
groups that played a part in this important aspect of Roman society. This paper will measure your
ability to communicate your historical knowledge, as well as showing your ability to engage in
critical inquiry.
Complete all of the following questions on the paper provided, using the stimulus materials
provided (where directed). Some of the stimulus material [marked as “Seen”] will have been used
by you in class; other stimulus material will be new, based on issues covered in your inquiry into
this topic.
Conditions:
Materials:
questions
Test paper, clean copies of sources provided for the test, unseen
Communication:
No communication is allowed with other students.
Questions for clarification purposes must be directed towards
the supervising teacher.
Complete this section before submitting your test paper
How well
prepared were
you for this
test?
How hard did
you find this
test?
Very well
prepared
Very Easy
Quite well
prepared
Satisfactorily
prepared
Not very well
prepared
Poorly prepared
Easy
Challenging at
times
Very
challenging
Almost
impossible
Complete this section after receiving your test result
Are you happy with this result?
Yes/No
Is there any way you could have
improved this result?
Is there any constructive criticism
you can offer?
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This task assesses criteria
2 and 3.
Criterion 2: Forming Historical Knowledge through Critical Inquiry
In response to historical
questions, the student:
In response to historical
questions, the student:
In response to historical
questions, the student:
In response to historical
questions, the student:
In response to historical
questions, the student:
- comprehends and applies
explicit and implicit meanings
- comprehends explicit and
implicit meanings
- comprehends explicit
meanings
- identifies basic explicit facts
- includes some information
relevant to a factual inquiry
- analyses to identify implicit
and explicit patterns of
information and categorise
evidence
- analyses to identify explicit
patterns and allocate
information to categories
- identifies simple and familiar
concepts, values and motives
that are explicit
- interprets values and motives
and identify perspectives
- analyses to identify obvious
themes or patterns
- evaluates the relevance,
likely accuracy and likely
reliability of sources
- recognises relevant sources
- perceptively interprets values
and motives and identify
perspectives, while
acknowledging the time period
and context of the production
of a source
-corroborates primary and
secondary sources
- synthesises evidence from
primary and secondary
sources to make reasoned
decisions
- comprehends some of the
explicit meaning
- groups information according
to identified classifications
- where decisions are made,
supports them mainly with
opinions.
- comprehends some factual
detail in a basic historical
source
- recognises information with
some common characteristics
in a basic historical source.
- detect bias in sources
- refers to mainly secondary
sources to make obvious
decisions
- evaluates the relevance ,
representativeness, likely
accuracy and likely reliability of
sources
- synthesises evidence from
primary and secondary
sources to justify insightful
decisions.
[table continues]
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The teacher has selected
particular sub-criteria of the
criteria to be assessed in this
task.
It is important to note that
each sub-criterion must be
assessed at least once in a
given year via the categories
of assessment.
Criterion 3: Communicating Historical Knowledge
- consistently communicates
accurately recalled or selected
definitions, key historical
concepts, terms, events,
developments and people, and
the relationships amongst
them
- usually communicates
accurately recalled or selected
definitions, key historical
concepts, terms, events,
developments and people
- communicates some recalled
or selected definitions and
descriptions of key historical
concepts, terms, events,
development and people
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- communicates some recalled
or selected accurate definitions
and historical knowledge
- communicates some recall or
selection of accurate historical
knowledge
Section A
Choose five terms from the following list. Write clear, concise, appropriately detailed historical definitions for
each of your choices:
Venationes Lanista
Manes
Rudis
Pollice Verso
Ludi
Tesserae
Infamia
Panem et Circenses
Munus
1.
______
________________
2.
Please note that Section A only
assesses Criterion 3 because the
student responses will reflect:
1. Communication of historical
definitions, concepts, terms, events,
developments and people, and the
relationships amongst them.
3.
There is no requirement in this
section for students to form historical
knowledge through the critical
inquiry of primary and secondary
________________
sources. Therefore, Criterion 2 is not
being tested in this section.
______
______
_____________________________________________________
4.
______
_____________________________________________________
5.
_____________________________________________
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6. The gladiator labelled ‘A’ is likely a
____________
7. The gladiator labelled ‘B’ is likely a
______________________________________________
______________________________________________
______________________________________________
______________________________________________
A
B
8. Why is Gladiator B is raising his finger? What would be
the response to this action? (Use Latin terms in your
response)
______
_____________________________________________________
9. Name and accurately describe two (2) other types of gladiators.
_______________________________________
10. During a typical day at the Roman games, explain what activities would occur and in what order. Use
appropriate terminology:
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______
_____________________________________________________
13. Why was this order of activities so strictly followed during a typical day at the games?
_
_
_
_
_
____________________
______________________________________________________
______________________________________________________
_______________________________________________________
___________________________________________________________________________________
14. Briefly explain how the gladiatorial contests evolved over time. You may use dot points:
___________________
_____________________________________________________
______________________________________________________
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15. What is the original name for this structure?
______
16. Which Emperor was responsible for commissioning the
building of the Colosseum? What was his purpose?
_
A
_
___
_
C
___
___
_
B
_
__
___
___
D
___
___
__________
E
__________________
_________________________________________________
_________________________________________________
_________________________________________________
18. Complete the following table (based on source 8):
Area
Who sat here/What happened here?
Latin Term
A
B
C
D
E
19. Aside from the seating levels illustrated above, what other divisions existed in the seating area of the
Colosseum?
_____________
_______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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Queensland Studies Authority
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20. Why was this order of seating so strictly followed?
___________________
_____________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Go to Section B
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Section B
All of the following are questions involving forming historical knowledge through critical inquiry. You are
expected to make specific reference to the sources in all answers.
Source 1
Keith Hopkins is Dean of the Faculty of Social Sciences at Brunel University and the author of Conquerors
and Slaves (CUP, 1978).
The discipline of the Roman army was notorious. Decimation is one index of its severity. If an army unit was
judged disobedient or cowardly in battle, one soldier in ten was selected by lot and cudgelled to death by his
former comrades. It should be stressed that decimation was not just a myth told to terrify fresh recruits; it
actually happened in the period of imperial expansion, and frequently enough not to arouse particular
comment. Roman soldiers killed each other for their common good…
When Romans were so unmerciful to each other, what mercy could prisoners of war expect? Small wonder
then that they were sometimes forced to fight in gladiatorial contests, or were thrown to wild beasts for
popular entertainment. Public executions helped inculcate valour and fear in the men, women and children
left at home. Children learnt the lesson of what happened to soldiers who were defeated. Public executions
were rituals which helped maintain an atmosphere of violence, even in times of peace. Bloodshed and
slaughter joined military glory and conquest as central elements in Roman culture…
Philosophers, and later Christians, disapproved strongly. To little effect; gladiatorial games persisted at least
until the early fifth century AD, wild-beast killings until the sixth century. St Augustine in his Confessions tells
the story of a Christian who was reluctantly forced along to the amphitheatre by a party of friends; at first, he
kept his eyes shut, but when he heard the crowd roar, he opened them, and became converted by the sight
of blood into an eager devotee of gladiatorial shows…
Keith Hopkins [2005] “Murderous Games: Gladiatorial Contests in Ancient Rome” History Today Magazine
Vol 55: Issue 3
Source 2
Robert Garland is Roy D. and Margaret B. Wooster Professor of the Classics at Colgate University.
He was also the first Roman to grasp the extent to which mass appeal might serve as a political asset, which
he courted in part by staging gladiatorial contests. At the beginning of his career he sponsored 320 pairs of
gladiators, decked out in silver armour, who fought to the death in the Forum. Rome had seen nothing like it
and it made him an overnight celebrity…He had long since ceased to derive satisfaction from the company of
his peers and may have sought to fill the emotional void by feeding on the adulation of the Roman mob…
The most glamorous profession in the ancient world, and, equally, the only one available to those from the
dregs of society, was that of gladiator. Like bullfighters, their cultural descendants, gladiators were famed for
their alleged sexual potency. They were the closest to a modern pop idol that the ancient world produced –
objects of fantasy to women of all social status. ‘Celadus the Thracian makes all the girls sigh,’ says one of
many graffiti about gladiators at Pompeii. In a tirade against the profession the satirist Juvenal poured scorn
upon a senator’s wife who eloped with a gladiator. ‘What was the attraction?’ he demanded. ‘The fellow was
a physical wreck. Ah, but he was a gladiator. That’s what she preferred to children, country, sister and
husband.’…
Robert Garland [2005] “Celebrity in the Ancient World” History Today Magazine Vol 55: Issue 3
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Source 3
Cicero was a famous orator of the Republican Era [1st Century BC]. He was a champion of the old Roman
values.
"Just look at the gladiators, either debased men or foreigners, and consider the blows they endure! Consider
how they who have been well-disciplined prefer to accept a blow than ignominiously avoid it! How often it is
made clear that they consider nothing other than the satisfaction of their master or the people! Even when
they are covered with wounds they send a messenger to their master to inquire his will. If they have given
satisfaction to their masters, they are pleased to fall. What even mediocre gladiator ever groans, ever alters
the expression on his face? Which one of them acts shamefully, either standing or falling? And which of
them, even when he does succumb, ever contracts his neck when ordered to receive the blow?"
Cicero, Tusculan Disputations (2.41)
Source 4
st
Seneca was a philosopher from the mid 1 Century AD. An important topic that he was concerned with was
how to face death. Christian writers consider Seneca to be an ‘enlightened pagan’.
"I turned in to the games one mid-day hoping for a little wit and humour there. I was bitterly disappointed. It
was really mere butchery. The morning's show was merciful compared to it. Then men were thrown to lions
and to bears: but at midday to the audience. There was no escape for them. The slayer was kept fighting
until he could be slain. 'Kill him! flog him! burn him alive' was the cry: 'Why is he such a coward? Why won't
he rush on the steel? Why does he fall so meekly? Why won't he die willingly?' Unhappy that I am, how have
I deserved that I must look on such a scene as this? Do not, my Lucilius, attend the games, I pray you. Either
you will be corrupted by the multitude, or, if you show disgust, be hated by them. So stay away."
Seneca, Epistles (VII)
Source 5
Tertullian was a Christian writer and thinker who wrote between the mid 1st and mid 2nd Centuries AD.
The same man who tries to break up or denounces a quarrel in the streets which has come to fisticuffs will in
the stadium applaud fights far more dangerous; and the same man who shudders at the sight of the body of
a man who died in accordance with nature's law common to all will in the amphitheatre look down with
tolerant eyes upon bodies mangled, rent asunder, and smeared with their own blood.
What is more, the same man who allegedly comes to the spectacle to show his approval of the punishment
for murder will have a reluctant gladiator driven on with lashes and with rods to commit murder; and the
same man who wants every more notorious murderer to be cast before the lion will have the staff and cap of
liberty granted as a reward to a savage gladiator, while he will demand that the other man who has been
slain be dragged back to feast his eyes upon him, taking delight in scrutinizing close at hand the man he
wished killed at a distance--and, if that was not his wish, so much more heartless he!
Tertullian, De Spectaculis Chapter 21
Source 6
Pseudo-Quintilian, Rhetorical Exercises 9.6. These writings are attributed to the Roman rhetorician
Quintilian, writing during the reign of the Emperor Domitian, towards the end of the First Century AD. He
was a member of the Roman aristocracy.
“And now the day was here, and the people had gathered for the spectacle of my punishment and now for
show throughout the arena the bodies of those about to perish had led off a procession of their own death.
The sponsor [editor] was sitting there piling up favor derived from our blood. Although no one could know my
fortune, my family, my father, because I was separated from my homeland by the sea, among certain
spectators nevertheless one thing made me pitiable, that I seem inadequately prepared; truly I was destined
to be a certain victim of the arena, no one had caused less expense for the giver of the games than I; there
was noise everywhere produced by the equipment of death; here a sword was being sharpened, there
someone was heating metal plates, here rods were produced, there whips. You would have thought that
these men were pirates. The trumpets were blaring with their funereal sound, and the funeral procession was
proceeding with the carrying in of the couches of Libitina before anyone had died…everywhere there were
wounds, moans, gore; one could only see danger.”
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Source 7
Martial, Spect.2. Martial was a poet of the late first century AD, during the reigns of Domitian, Nerva and
Trajan. He refers to the Golden House of the unpopular emperor Nero, which was essentially destroyed in
the building projects around the Colosseum. Indeed, the statue in front of the amphitheatre was once of
Nero, but had its head lopped off and replaced with that of the sun god.
“Here where the gleaming colossus sees the stars from a closer distance/And high scaffolding increases in
the middle of the road, /The hateful halls of the savage king used to radiate light and One home [i.e., the
Golden House] then was occupying the whole city. /Here where the venerable mass of the remarkable
amphitheatre /Is being erected, was the artificial lake. /Here where we wonder at the quickly built gift of bath
buildings, /The haughty estate had taken away homes from the poor. /Where the Claudian portico unfolds
extensive shadows,/ Was the very edge of the palace. /Rome has been restored to itself and under your
leadership, Caesar, /what had been the delight of the tyrant now entertains the people.”
Source 8
Pliny, Panegyricus 33.2. This particular piece was written by Pliny the Younger as a dedication to the
senate, praising the life of the well loved emperor, Trajan.
“We saw a spectacle then not enervating and dissolute, nor one to soften and break the spirits of men, but
one which inspired them to noble wounds and contempt for death, because the love of glory and the desire
for victory was seen in the bodies of even slaves and criminals.”
Source 9
th
Ausonius – a Gallic [Gaulish] Poet and Rhetorician, writing in the 4 Century AD
The Romans staged spectacles of fighting gladiators not merely at their festivals and in their theatres,
borrowing the custom from the Etruscans, but also at their banquets...some would invite their friends to
dinner...that they might witness two or three pairs of contestants in gladiatorial combat...when sated with
dining and drink, they called in the gladiators. No sooner did one have his throat cut than the masters
applauded with delight at this fight.
Source 10
The Roman ‘revolution’ had given birth to a new kind of political order. The republic had been killed by its
inability to create representative institutions through which the state could exercise its authority, and into the
vacuum left by its collapse poured a contending (though not mutually exclusive) influence of tradition,
despotism, Greek culture, and change. By themselves, none of them supplied a ready-made solution to the
problem of where and in what form Roman society was heading. For the empire needed to find a new
common destiny, to stigmatize the recent past and to inaugurate the future, and there were three sources for
this creation: the past and tradition, the present success, and the re-enactment of the heroic struggle which
had brought that success. Therefore, from ingredients drawn from their cultural depths, the Romans set out
to create a fresh identity. The result was that the future generations were to experience, vicariously, the
conquest and delights of victory, and a fantastical representation of social relations was produced to reflect a
return to the golden age.
P. 49 Toner, J.P Leisure and Ancient Rome, 1995, Polity Press, Cambridge
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Source 11
The games symbolized the Roman struggle and victory; they were a re-enactment, and a rehearsal, of what
Romans had to do, feel, and be, if their success was to continue. Similarly, as a punishment, the games
drew their psychological force from the bloody depths of Roman culture. Through the use of myth,
executions provided a punitive parable, and through death, the victim was brought into the Roman
community by being forced to show virtus. The condemned had shamed Roman society and by their death,
society’s honour was saved….
The animal hunts gave out a comparable message. They were meticulous reconstructions of the trials of the
animal world. ‘People like racing and enjoy stage shows, but nothing attracts them as much as men fighting
animals; escape from the beasts seems impossible, yet through sheer intelligence the men succeed.’ Town
and country were brought into confrontation in a specially constructed arena. This was a perfect form for
defining the Roman human qualities, since the animals from the country contrasted with the civilized values
of the Roman. For a fundamental distinction existed between urban and rural.
P. 44 Toner, J.P Leisure and Ancient Rome, 1995, Polity Press, Cambridge
I. How representative are the ancient sources, contained within this collection, of the various groups who
were involved in the activities of the Roman arena, particularly the Colosseum? {i.e. Whose perspectives
are included? Whose perspectives are left out? Give reasons why this would be the case}
Criterion 2
Representativeness refers
to the perspective offered
in a source. For example, a
source may offer a
dominant or mainstream
perspective as opposed to
a minor or marginalised
______________________________________________________
perspective on an issue or
period of time.
________________________________________________________________________________
See syllabus, page 71.
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____
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II. Identify the sources which best demonstrate the political purpose of the Roman Arena. Justify your choice.
Be sure to use quotes in your response.
___________________
_____________________________________________________________________________
III. Identify two sources which you believe paint the gladiatorial games in the negative light. Justify your
choice carefully. Be sure to use quotes in your response.
Criterion 2
Relevance refers to the extent to
which a source is applicable and
appropriate for an investigation.
__________________________
See syllabus, page
71.
______________________________________________________________________________
______________________________________________________________________________
IV. Identify which ancient source you believe is the least relevant in revealing information about the gladiatorial
games. Justify your choice carefully. Be sure to use quotes in your response.
_______________________________________
______________________________________________________________________________
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V. Consider Source 11. Based on the extracts provided, which of these ancient sources[s] could Toner have
drawn upon to reach his conclusions? Show carefully the link between what he writes and the ancient
source.
______________________________________________________
___________________-
__________________________________________________________________________________
VI. Consider Source 6. How reliable is the information contained within this source?
Criterion 2
Students should be given
several opportunities across a
two course to comment on
the likely reliability of sources
via any of the categories of
assessment.
A reliable source is one that
is trustworthy and yields
information that is credible.
See syllabus, page 71.
_____________
_____________________________________________________________________________
VII. Consider the point of view expressed in Source 9. What might explain Ausonius’ unusual view of the
heritage of the gladiatorial combats?
Criterion 2
Point of view is related to
the perspective or
standpoint from which
historical events, problems
and issues are analysed.
See syllabus, page 70.
___________________________
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