Page 103 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

C. HISTORY AND GEOGRAPHY OVERALL EXPECTATIONS
By the end of this course, students will:
C1. History: demonstrate knowledge and understanding of the political and social history of societies in the classical world;
C2. Geography: demonstrate knowledge and understanding of the geography of the classical world and its influence on the development of classical culture;
C3. Terminology: identify historical and geographical terminology in English derived from ancient Greek and Latin, including political and legal terminology, and use it correctly;
C4. InterculturalandOtherConnections:describehowtheirlearningaboutthehistoryandgeography of the classical world relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience.
SPECIFIC EXPECTATIONS
C1. History
By the end of this course, students will:
C1.1 Chronology: identify key events and periods in classical history and locate them within a chronological framework (e.g., create parallel timelines for the history of Greece and Rome)
Teacher prompt: “What common topics and events, such as political structures or important battles, emerge as you read about the founding of Rome? Are some topics more important than others to include on a timeline? Which ones? Why?”
C1.2 Political and Socio-economic Structures: analyse and describe the political and socio- economic structures associated with different periods and societies in the classical world, including the degree to which they exemplified concepts of social justice, equity, and diversity (e.g., define the concept of the “barbarian” in ancient Greece and Rome; summarize the role, rights, and responsibilities of a citizen of a Greek polis; compare class divisions or gender roles in different periods and societies in the classical world, using a chart)
Teacher prompts: “In what ways were Roman women more emancipated than the women of ancient Greece?” “What does the Roman tradition of manumission, in which slave owners rewarded favoured slaves with their freedom and citizen- ship, suggest about the role of slaves in Roman society?” “Why did Athens institute democracy? How did it differ from modern democracy?”
C2. Geography
By the end of this course, students will:
C2.1 Topography and Settlement: identify
key topographical features in the ancient Mediterranean world (e.g., accurately trace Odysseus’s route home through the Mediterranean, and describe how his journey was affected by the landscape of the islands and other territories he visited; map the route travelled by Aeneas from Troy to Italy as described in Vergil’s Aeneid, identifying significant topographical features he encountered in such places as Carthage, Sicily, and the Bay of Naples), and explain the relationship of topography to human settlement patterns in the region (e.g., analyse how proximity to the sea affected the development of cities in ancient Greece; explain why the inhabitants of Campania chose
to live on the slopes of Vesuvius; explain how the location of Rome was chosen)
Teacher prompts: “How do the barriers to travel revealed on this topographical map of ancient Greece help explain xenophobia?” “How did the geographical position of the island of Sicily (between Carthage and Rome) affect the people of Sicily in the third century BCE, especially during the height of the Carthaginian conflicts?”
C2.2 Human Responses to Geography: describe ways in which humans interacted with physical geography to shape the environment to their needs and aspirations in classical times (e.g., explain the importance of aqueducts for the
HISTORY AND GEOGRAPHY
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Classical Civilization
LVV4U