Page 102 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
B3.2 Writing Systems: describe the characteristics of various writing systems used in the classical world, including some key similarities and differences among them (e.g., Linear A; Linear B; ancient Greek, Etruscan, and Latin alphabets; Egyptian hieroglyphics)
Teacher prompts: “What are some connections between Linear A and Egyptian hieroglyphs?” “How is the work of Jean-François Champollion on deciphering hieroglyphics in the 1820s similar to the decipherment of Linear B by Michael Ventris, John Chadwick, and Alice Kober in
the 1950s?”
B4. InterculturalandOtherConnections
By the end of this course, students will:
B4.1 Investigating Connections: identify and describe parallels and/or relationships between classical myths or literary works and those of other cultures, including examples of classical influences on the cultural products of later societies (e.g., describe parallels between Enkidu’s journey to the underworld in the Mesopotamian Epic of Gilgamesh and that of Odysseus in Homer’s Odyssey; describe similarities and differences between Hesiod’s cosmogony and the Inuit story
of Sedna and the creation of the universe; locate mythological allusions in the paintings, mosaics, sculptures, and pottery of later periods and cultures; describe Shakespeare’s use of classical mythology in A Midsummer Night’s Dream or Racine’s use of classical mythology in Andromache; describe the influence of classical narratives on operatic libretti; describe the use made of classical myths and/or classical literary themes and devices in the theories of later scholars, such as Sigmund Freud’s use of the Oedipus myth in psychology or Northrop Frye’s use of the myth of the dying god in archetypal literary criticism; describe parallels to classical mythology that can be found in other oral traditions, such as First Nation, Métis, and Inuit traditions)
Teacher prompts: “In what ways are the journeys to the underworld of Enkidu and Odysseus similar?” “What significant events in the Trojan War are communicated by the images on the Euphronios vase, and how are the images similar to photographs sent electronically
from conflicts in the Middle East?”
B4.2 Reflecting on Connections: explain how various themes from classical mythology and literature relate to and/or enhance their under- standing of contemporary socio-political issues (e.g., describe similarities between the factors leading to the Trojan War as outlined in The Iliad and the contributing causes of modern conflicts; explain how the theme of the social impact of technology in the myth of Daedalus and Icarus contributes to their understanding of contemporary social and personal issues related to the use of technology; describe the connection between the Greek myth of Gaia and the Gaia hypothesis proposed by James Lovelock and co-developed by Lynn Margulis)
Teacher prompts: “Do the arguments of Aristophanes’ Lysistrata still apply to modern global conflict? In what ways?” “What lessons in the myth of Daedalus and Icarus are relevant to our contemporary reliance on technology?”
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