Page 105 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

D. PHILOSOPHY AND RELIGION OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Philosophy: demonstrate knowledge and understanding of the schools of classical philosophy and of classical contributions to the development of scientific inquiry;
D2. Religion: demonstrate knowledge and understanding of the diverse religions and religious rituals of the Graeco-Roman world;
D3. Terminology: identify philosophical, scientific, and religious terminology in English derived from ancient Greek and Latin and use it correctly;
D4. Intercultural and Other Connections: describe how their learning about classical philosophy, science, and religion relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience.
SPECIFIC EXPECTATIONS
D1. Philosophy
By the end of this course, students will:
D1.1 Philosophical Theories: identify key philosophical figures and theories in the classical world, and describe various ways in which they influenced their societies (e.g., the influence and development of the Socratic method of inquiry as seen in the work of Plato and Aristotle; the influence of Stoicism on the way in which Marcus Aurelius governed as emperor)
Teacher prompts: “Why did the Athenians condemn Socrates? What impact did the trial have on the development of philosophy in Athens?” “What impact has Socrates’ philosophy had on the development of later philosophical thought?”
D1.2 Scientific Inquiry: demonstrate an under- standing of the nature and importance of scientific inquiry in the classical world (e.g., describe the contributions to scientific inquiry of some or all of the following: Aristotle [the organization of the natural world], Eratosthenes [geography], Pythagoras [geometry], Euclid [mathematics and geometry], Ptolemy of Alexandria [astronomy and geography], Hippocrates [medicine], Archimedes and Democritus [physics]; describe Galen’s theories about human anatomy and the working of the human body, and compare them to the work of Hippocrates and its influence on the development of modern medicine; compare Lucretius’s views about the nature and functioning of the physical world in“De rerum natura”/“On the Nature of Things”with other physical theories of his period)
Teacher prompts: “What contributions to scientific knowledge did Archimedes make in addition to Archimedes’ Principle?” “What lasting contri- butions to our understanding of the solar system did Ptolemy make even though his scientific theory of the universe was superseded?” “How were female philosophers in the ancient world, such as Arete of Cyrene, influential in the development of classical scientific theory?”
D2. Religion
By the end of this course, students will:
D2.1 Characteristics of Classical Religions: identify classical religions, religious practices, and religious institutions, and demonstrate
an understanding of their significance for their adherents (e.g., assess the importance of the oracle of Delphi for Pan-Hellenic identity; explain the role of sacrifice at temples and altars in building community ties; explain the influence of Etruscan religious beliefs and practices on formal Roman religious procedures; describe the different types
of priesthoods within Roman religion, such as the Virgines Vestales, the Fratres Arvales, the Flamines, and the Salii; trace the expansion of the Roman calendar as new gods and festivals were added to the early calendar based on the agricultural year)
Teacher prompts: “In what ways has the Roman calendar influenced the development of the modern Western calendar?” “How did the Pontifical College affect the development of
the early Roman Catholic Church?”
PHILOSOPHY AND RELIGION
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Classical Civilization
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