2015 classical greek advanced higher interpretation finalised … · 2016. 2. 11. · page 2 part...

2015 Classical Greek

Advanced Higher – Interpretation

Finalised Marking Instructions

Scottish Qualifications Authority 2015

The information in this publication may be reproduced to support SQA qualifications only on a non-commercial basis. If it is to be used for any other purposes written permission must be obtained from SQA’s NQ Assessment team. Where the publication includes materials from sources other than SQA (secondary copyright), this material should only be reproduced for the purposes of examination or assessment. If it needs to be reproduced for any other purpose it is the centre’s responsibility to obtain the necessary copyright clearance. SQA’s NQ Assessment team may be able to direct you to the secondary sources. These Marking Instructions have been prepared by Examination Teams for use by SQA Appointed Markers when marking External Course Assessments. This publication must not be reproduced for commercial or trade purposes.

Part One: General Marking Principles for: Classical Greek Advanced Higher — Interpretation This information is provided to help you understand the general principles you must apply when marking candidate responses to questions in this Paper. These principles must be read in conjunction with the specific Marking Instructions for each question. (a) Marks for each candidate response must always be assigned in line with these

general marking principles and the specific Marking Instructions for the relevant question. If a specific candidate response does not seem to be covered by either the principles or detailed Marking Instructions, and you are uncertain how to assess it, you must seek guidance from your Team Leader/Principal Assessor.

(b) Marking should always be positive ie, marks should be awarded for what is correct

and not deducted for errors or omissions. GENERAL MARKING ADVICE: Classical Greek Advanced Higher — Interpretation The marking schemes are written to assist in determining the “minimal acceptable answer” rather than listing every possible correct and incorrect answer. The following notes are offered to support Markers in making judgements on candidates’ evidence, and apply to marking both end of unit assessments and course assessments.

Section A: Greek Religion

Question Expected Answer(s) Max Mark

Additional Guidance

1. The candidate should include the following: 15 Athene speaks to Achilles whom she protects and

encourages

She tells him that he will kill Hector with her help

Disguised as Deiphobus she speaks to Hector

She leads him on and encourages him to attack

Achilles

Deiphobus uses plurals suggesting both will act

together

She behaves in this way: She is on the side of the Greeks

She boosts Achilles’ confidence to do battle with

Hector

She tricks Hector who is ready to fight Achilles

Hector believes he has Deiphobus’ help and this

boosts his confidence

Credit will be given for development of the above Credit will be given for relevant quotations in

Greek or English

Credit will be given for any other relevant point To maximum 15


Additional Guidance

2. The candidates should include the following: 15 Being unjust is more profitable than being just

People praise worth of self control or justice but

consider them difficult to practise

Easy life for wicked while good are often allotted

misfortune

Punishment for the wicked (lines 40ff)

Unjust can escape punishment by making

sacrifices (lines 74-75)

Warning to Greeks about failure to believe in

gods


Greek or English



Additional Guidance

3. The candidate should include the following: 15

Pentheus’ purpose:

Dislikes Dionysus is a foreigner − Greeks were xenophobic

Does not wish to accept him as a god as he is new

Disapproves of Dionysus appearance − too womanly

Accuses him of leading women of Thebes astray

Dionysus’ purpose:

Dionysus warns him of potential danger but wishes make fool of Pentheus

Dionysus persuades Pentheus to dress as a woman to avoid recognition

Reason for this is to prevent Pentheus from being killed

Dionysus plays on Pentheus’ desires

Dionysus eager to punish him for his non-belief

Cult appeals to women:

Women give more prominence in religious cult

Given more freedom then they have Athenian culture

Credit will be given for development of the above

Credit will be given for relevant quotations in Greek or English

Credit will be given for any other relevant point

To maximum 15


Additional Guidance

4. Essay 20 The candidate will be given credit for: mention of relevant point

development of point

quotation in Greek or English

sustained argument

(a) All believe in the gods

The gods affect all aspects of the Greeks’ daily

lives

They behave like humans eg argue

Agree they are powerful

They decide the fate of humans eg life or death

especially Homer

Their actions are not always beneficial −

Homer/Euripides/Plato

Plato thinks they are bad influence on children −

though poets

Plato has some doubts about them − not all

Greeks strong believers

People are punished for non belief eg Pentheus

Euripides concerned of Dionysus’s bad influence

on women − they commit crime for him

Any other relevant point


Additional Guidance

(b) Homer 20 Gods are very powerful

Gods and goddesses control the lives of men and

women

Gods and goddesses behave like humans

They have many human characteristics

Mention some of the aspects of life on Mt

Olympus

Relationships between different gods and

goddesses − their agreements and quarrels

Importance of position of Zeus − final say in all

matters

Jealousy of Hera



Additional Guidance

(c) Euripides 20 To be open-minded and willing to accept new god

Non-acceptance leads to punishment

Disapproves of women’s irrational behaviour

Dionysus is the god of ecstasy in religion and

exists

Dionysus should be accepted into the Olympian

family

Explores Greeks’ xenophobia − unwilling to

accept foreign god


To maximum 20

Section A total: 65

(scaled to 100)

Section B: War


Additional Guidance

1. The candidate should include the following: 15 Summarise the arguments of Demosthenes and

Nicias concisely and avoiding repetition in their own word

Evaluation requires a statement of how good or

convincing the arguments – this requires not only a statement that x or y is a good/bad argument but an assessment of the argument’s cogency in the light of realities of the situation presented by Thucydides

A good answer requires a wider knowledge of the

set text and of the historical situation which it describes

It is essential to draw the contrast between

Demosthenes’ pragmatism and Nicias’ dithering and concern for his own position and reputation


Greek or English



Additional Guidance

2. The candidate should include the following: 15 Dikaiopolis attacks Lamachus because: He is dressed in full armour

He represents the pro-war party

He is prominent and self-important

He has not been on front line since war started

In his opinion Lamachus is paid too much

Lamachus’ defence: He has been democratically elected

Thinks he is important has important job to do

Says he is off to fight Spartans


Greek or English



Additional Guidance

3. The candidate should include the following: 15 Agamemnon has missed the joy of his children

Greeks went to retrieve the woman who went

willingly to Troy

Greek have wasted many lives due to many

deaths in the war

Greeks have missed out on their home lives with

their wives and children

The dead have not been prepared for burial by

their wives and are buried on foreign soil

Greek women have been widowed and died

Greek fathers are lonely without their sons

Cassandra makes the position worse as: She threatens revenge for her brother and father

She threatens to kill Agamemnon

She causes havoc in his home and brings down

the house of Atreus


Greek or English



Additional Guidance

4. Essay 20 The candidate will be given credit for: mention of relevant point

development of point

quotation in Greek or English

sustained argument

(a) Thucydides, Aristophanes and Euripides all are critical of the effects of war

Arist emphasises discomfort and difficulty of war,

Thuc the failure to carry out policy effectively, trusting affairs to the wrong leaders and subjection to the whims of popular opinion while Eur has sympathy for the sufferings even of the enemy and the oppression of conquered people

Aristophanes deals with the point of view of the

non-combatant citizen and caricatures Lamachus

Should give some concrete examples of these

from the text

Should mention the different mode presentation

in comedy, history and tragedy

Dehumanising effect of war



Additional Guidance

(b) Thucydides 20 A good answer will draw on Thucydides own

presentation of the character of Nicias as reflected in the set text studied

It will deal with the contrasts with other Athenian

generals esp Demonsthenes

Mention will be made of Nicias’ shortcomings and

his role in delaying the departure of the fleet

Thucydides retains respect for him as an

individual

Account should be taken Of Thucydides’ verdict

on the failure of the expedition with reference to his account of its inception and the difficulties which he there highlighted (rehearsed in the selection by Demonsthenes)

These deal with fighting without adequate

intelligence at such a distance form home and the dangers (later their reality of opening up a war on two fronts

Question Expected Answer/s Max Mark Additional Guidance

4 c Aristophanes

• Is critical of the effects of war

• Wishes to satirise the state’s use of warfare

• Hatred of Spartans expressed by Dikaiopolis in line 13 (gw de misw men Λakedaimoniouv sfodra–I hate the Spartans very much) is a view held by many Athenians because they feel that the Spartans are responsible for the loss of their fathers, husbands and sons

• No foreigners in Athens during festival

• Country-dwellers find their vines cut down

• Megarians are starved (confiscation of crops) and turn to Sparta for help which incenses the Athenians further

• City of Athens suffers complete upheaval

• Mention effects of war-shortage of food, inability to obtain luxuries,violence, loss of lives

• Old men (like those in Chorus) have to serve in the ranks

• The wrong people, Lamachus, Cleon and various worthless aristocrats pick up the rewards

• Dikaiopolis advocates peace as he is tired of fighting in war as do some Athenian citizens

• Discuss how Athenians would have felt fighting long war-exhausted, in low spirits etc

• City depleted of cash too and effect on citizens

• Answer should evaluate both accuracy of the picture presented and how well it is portrayed by Aristophanes.

• Any other relevant point

To maximum of 20

20

Section B total: 65(scaled to 100)

Conversion Table 65 to 100

Points Marks

Points Marks

65 100

32 49

64 98

31 48

63 97

30 46

62 95

29 45

61 94

28 43

60 92

27 42

59 91

26 40

58 89

25 38

57 88

24 37

56 86

23 35

55 85

22 34

54 83

21 32

53 82

20 31

52 80

19 29

51 78

18 28

50 77

17 26

49 75

16 25

48 74

15 23

47 72

14 22

46 71

13 20

45 69

12 18

44 68

11 17

43 66

10 15

42 65

9 14

41 63

8 12

40 62

7 11

39 60

6 9

38 58

5 8

37 57

4 6

36 55

3 5

35 54

2 3

34 52

1 2

33 51

0 0

[END OF MARKING INSTRUCTIONS]

2015 Classical Greek

Advanced Higher – Translation

Finalised Marking Instructions

Scottish Qualifications Authority 2015

The information in this publication may be reproduced to support SQA qualifications only on a non-commercial basis. If it is to be used for any other purposes written permission must be obtained from SQA’s NQ Assessment team. Where the publication includes materials from sources other than SQA (secondary copyright), this material should only be reproduced for the purposes of examination or assessment. If it needs to be reproduced for any other purpose it is the centre’s responsibility to obtain the necessary copyright clearance. SQA’s NQ Assessment team may be able to direct you to the secondary sources. These Marking Instructions have been prepared by Examination Teams for use by SQA Appointed Markers when marking External Course Assessments. This publication must not be reproduced for commercial or trade purposes.

Part One: General Marking Principles for: Classical Greek Advanced Higher Translation This information is provided to help you understand the general principles you must apply when marking candidate responses to questions in this Paper. These principles must be read in conjunction with the specific Marking Instructions for each question. (a) Marks for each candidate response must always be assigned in line with these

general marking principles and the specific Marking Instructions for the relevant question. If a specific candidate response does not seem to be covered by either the principles or detailed Marking Instructions, and you are uncertain how to assess it, you must seek guidance from your Team Leader/Principal Assessor.

(b) Marking should always be positive ie, marks should be awarded for what is correct

and not deducted for errors or omissions. GENERAL MARKING ADVICE: Classical Greek Advanced Higher Translation The marking schemes are written to assist in determining the “minimal acceptable answer” rather than listing every possible correct and incorrect answer. The following notes are offered to support Markers in making judgements on candidates’ evidence, and apply to marking both end of unit assessments and course assessments.

Classical Greek Advanced Higher Translation

EITHER

1. Translate into English

Block Text and Translation Max Mark Additional Guidance

1 tou d’ pigignomenou qerouv lkibiadhv

te pleusav v rgov nausin ekosin

Essential idea: Next summer Alcibiades sailed to Argos with 20 ships

2

2 rgeiwn touv dokountav ti poptouv

enai kai ta Lakedaimoniwn fronein

labe triakosiouv ndrav

Essential idea: He captured 300 Argives suspected of Spartan sympathies

3

3 kai kateqento atouv qhnaioi v tav

gguv nhsouv n rcon·

Essential idea: The Athenians deposited them on neighbouring islands under their control.

3

4 kai pi Mhlon thn nhson qhnaioi

strateusan nausin autwn mn

triakonta,

Essential idea: They mounted an expedition against Melos with 30 of their own ships.

3

5 Ciaiv de x, Lesbiain de duoin, kai

plitaiv autwn men diakosioiv ka

cilioiv kai toxotaiv triakosioiv kai

ppotoxotaiv ekosi,

Essential idea: And 6 Chian ships, two Lesbian, 1200 Athenian hoplites, 300 archers, and 20 mounted archers

3

6 twn de xummacwn kai nhsiwtwn plitaiv

malista pentakosioiv kai ciloiv.

Essential idea: Plus around 1500 hoplites from their island allies

3

Page 3


7 o de Mhlioi Lakedaimoniwn men esin

poikoi,

Essential idea: Melians are Spartan colonists,

3

8 twn d’ qhnaiwn ok qelon pakouein

sper o lloi nhsiwtai,

Essential idea: who refused to submit to the Athenians like the other islanders

3

9 lla to men prwton odeterwn ntev

sucazon,

Essential idea: At first they were neutral

3

10 peita v atouv nagkazon o qhnaioi

dountev thn ghn,

Essential idea: Then when the Athenians tried to compel them by ravaging their land

3

11 v polemon faneron katesthsan.

Essential idea: They resorted to open hostilities

2

12 stratopedeusamenoi on v thn ghn

atwn t paraskeu taut

Essential idea: So the Athenian force took up camp in their territory

3

13 o strathgoi logouv prwton

poihsomenouv pemyan presbeiv.

Essential idea: And the generals sent ambassadors to negotiate.

3

Total 37 marks

Conversion to 50

(Thucydides 5. 84. 1–3 (abridged))

OR



1 e gar qeleiv nnohsai to kolazein,

Σwkratev, touv dikountav ti pote

dunatai,

Essential idea: Consider the punishment of offenders

3

2 ato se didaxei ti o ge nqrwpoi

gountai paraskeuaston enai rethn.

Essential idea: It shows that people think virtue can be acquired

3

3 odeiv gar kolazei touv dikountav prov

tout ton noun cwn kai toutou neka,

ti dikhsen,

Essential idea: No one punishes for the sake of the offence,

3

4 stiv mh sper qhrion logistwv

timwreitai·

Essential idea: Unless taking irrational vengeance like a beast

3

5 de meta logou piceirwn kolazein o

tou parelhluqotov neka dikhmatov

timwreitai

Essential idea: Anyone who punishes rationally does not do so for the sake of the past offence

3

6 o gar n to ge pracqen genhton qeih

Essential idea: For what is done cannot be undone

3

7 lla tou mellontov carin,

Essential idea: But for the sake of the future

2

Page 5


8 na mh aqiv dikhs mhte atov otov

mhte llov touton dwn kolasqenta.

Essential idea: To prevent the offender reoffending and to deter others.

3

9 kai toiauthn dianoian cwn dianoeitai

paideuthn enai rethn·

Essential idea: Which shows that he thinks virtue is teachable

3

10 potrophv goun neka kolazei.

Essential idea: Because he punishes for the sake of deterrence

3

11 tauthn on thn doxan pantev cousin

soiper timwrountai kai di kai

dhmosi.

Essential idea: This is the view of all who punish privately and publicly.

3

12 timwrountai de kai kolazontai o te

lloi nqrwpoi ov n owntai dikein,

Essential idea: And all human beings do punish offenders,

3

13 kai oc kista qhnaioi o soi politai.

Essential idea: Including the Athenians.

3

(Plato, Protagoras 324a–c)

Total 38 marks

Conversion to 50

AND EITHER



1 sth d’ ’Iqakhv ni dhm pi proqurois’

’Odushov,

Essential idea: She stood in the portico of Odysseus’ house in Ithaca

3

2 odou p’ aleiou· palam d’ ce

calkeon gcov,

Essential idea: On the edge of the courtyard, holding a spear

3

3 edomenh xein, Tafiwn ghtori, Ment.

Essential idea: In the guise of Mentes, a Taphian guest-friend

3

4 ere d’ ra mnhsthrav ghnorav·

Essential idea: She was met by the sight of the suitors in their arrogance

3

5 o men peita pessoisi proparoiqe qurawn

qumon terpon,

Essential idea: They were enjoying themselves by playing draughts

3

6 menoi n inoisi bown, ov ktanon

atoi.

Essential idea: Sitting on the hides of the oxen they had slaughtered

3

7 khrukev d’ atoisi kai trhroi

qerapontev o men r’ onon misgon ni

krhthrsi kai dwr,

Essential idea: While heralds and servants mixed wine and water

3

Page 7


8 o d’ ate spoggoisi polutrhtoisi

trapezav nizon kai protiqen,

Essential idea: And wiped the tables

3

9 toi de krea polla dateunto.

Essential idea: And divided the meat into portions

2

(Homer, Odyssey 1. 103–12)

Total 26 marks

Conversion to 50

Page 8

OR



1 qeoi, ti leussw; tina dedorka

nerterwn;

Essential idea: What is this I see: a denizen of the underworld?

3

2 e g’ epav· o gar zw kakoiv, faov d’

rw.

Essential idea: You’re right: my troubles mean that I’m dead, though I see the light of day

3

3 v griwsai plokamon acmhron, talav.

Essential idea: Your hair is wild and squalid

3

4 oc prosoyiv m’ lla trg’ akizetai.

Essential idea: It’s not the way I look but what I’ve done that disfigures me

3

5 deinon de leusseiv mmatwn xhraiv

koraiv.

Essential idea: Your pupils are dry and your gaze terrible

3

6 to swma froudon, to d’ nom’ o leloipe

me.

Essential idea: My body is gone, but my name has not abandoned me

3

7 para logon moi sh faneis’ morfia.

Essential idea: Your unsightly appearance is not what I expected

3

8 d’ emi, mhtrov thv talaipwrou foneuv.

Essential idea: Here I am, my mother’s murderer.

3

Page 9


9 kousa· feidou d’, ligakiv legwn kaka.

Essential idea: So I heard; but be sparing — speak of your troubles as little as possible

3

10 feidomeq’· daimwn d’ v me plousiov

kakwn.

Essential idea: I am sparing: but the deity is rich in evils towards me

3

Page 10

(Euripides, Orestes 385–94)

Total 30 marks

Conversion to 50


Points Marks

Points Marks

37 50

18 24

36 49

17 23

35 47

16 22

34 46

15 20

33 45

14 19

32 43

13 18

31 42

12 16

30 41

11 15

29 39

10 14

28 38

9 12

27 36

8 11

26 35

7 9

25 34

6 8

24 32

5 7

23 31

4 5

22 30

3 4

21 28

2 3

20 27

1 1

19 26

0 0


Points Marks

Points Marks

38 50

18 24

37 49

17 22

36 47

16 21

35 46

15 20

34 45

14 18

33 43

13 17

32 42

12 16

31 41

11 14

30 39

10 13

29 38

9 12

28 37

8 11

27 36

7 9

26 34

6 8

25 33

5 7

24 32

4 5

23 30

3 4

22 29

2 3

21 28

1 1

20 26

0 0

19 25

Page 11

Conversion Table 26 to 50 Conversion Table 30 to 50

Points Marks Points Marks

26 50 30 50

25 48 29 48

24 46 28 47

23 44 27 45

22 42 26 43

21 40 25 42

20 38 24 40

19 37 23 38

18 35 22 37

17 33 21 35

16 31 20 33

15 29 19 32

14 27 18 30

13 25 17 28

12 23 16 27

11 21 15 25

10 19 14 23

9 17 13 22

8 15 12 20

7 13 11 18

6 12 10 17

5 10 9 15

4 8 8 13

3 6 7 12

2 4 6 10

1 2 5 8

0 0 4 7

3 5

2 3

1 2

0 0

END OF MARKING INSTRUCTIONS Page 12

2015 classical greek advanced higher interpretation finalised … · 2016. 2. 11. · page 2 part...

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