Page 106 - 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
D2.2 Relationships among Religions of the Ancient World: analyse ways in which classical religions and other religions of the ancient world influenced one another (e.g., compare the Eleusinian Mysteries and the worship of Dionysus, and describe their connection to the Romans’ understanding of Christianity as a mystery religion; trace the historical activities that led the Romans
to adopt the Magna Mater as a deity; explain
the apotheosis of Julius Caesar in terms of the development of imperial and hero cults in various societies of the ancient world; create a T-chart
or Venn diagram of Roman deities adopted from other religions to demonstrate syncretism; design a timeline to illustrate how Christianity emerged in the Roman province of Judaea; describe the socio-political factors in the third and fourth centuries CE that led to the adoption of Christianity as the official religion of the Roman Empire)
Teacher prompts: “In what ways did the Romans use religion to unite the various peoples of their empire?” “In what ways was the Roman army responsible for the spread of religious beliefs through the empire?”
D3. Terminology
By the end of this course, students will:
D3.1 Philosophical, Scientific, and Religious Terminology: identify philosophical, scientific, and religious words, phrases, and terms in English derived from ancient Greek and Latin and use them correctly (e.g., keep a glossary of terms such as philosophy from φιλοσοφία [from φίλος + σοφία], metaphysics from μετά + φυσικός, ethics from ἠθικός, science from scientia, medicine from medicina, theology from θεός + λόγος, Pontifex Maximus for the Catholic pope, religion from religio, cult from cultus, superstition from superstitio, pagan from paganus)
Teacher prompts: “What resources might help you trace the influence of ancient Greek or Latin on contemporary philosophical, scientific, or religious terminology?” “What ancient Greek and/or Latin terms might you use in
a philosophical debate or a discussion about religion?” “In what ways has ancient Greek philosophy itself influenced the adoption of philosophical terms used today? How are these terms more illustrative than English terms?” “How have Latin and ancient Greek influenced scientific terminology?”
D4. Intercultural and Other Connections
By the end of this course, students will:
D4.1 Investigating Connections: identify and describe ways in which classical philosophies and religions influenced other ancient societies and later cultures (e.g., describe the impact of classical philosophies on the work of later thinkers such as Nicholas of Cusa, René Descartes, and David Hume; explain how ancient practices such as the worship of Asklepios and Hygeia at Epidauros relate to the development of modern medicine; describe the impact of Aristotle’s examination of the causes of change on the development of modern scientific inquiry; explain how later leaders such as Charlemagne and Napoleon adopted the Roman concept of the omnipotent ruler to justify their power; describe the use of the religious symbolism of the classical world in later Christian and political iconography; describe ways in which the architecture of classical buildings influenced the design of religious buildings of later cultures; trace the development of the institutions of the modern Roman Catholic Church from the Roman Collegium Pontificum)
Teacher prompts: “In what ways did the worship of Asklepios at Epidauros influence the development of contemporary Western medical practices?” “Why did Napoleon depict himself as the Emperor Augustus in art and on coinage?” “What ancient festivals correlate to Christmas and Valentine’s Day in the Christian calendar?” “In what ways does the work of Vitruvius still influence architects in various cultures?”
D4.2 Reflecting on Connections: describe ways in which their knowledge of classical philosophy, scientific inquiry, and religion relates to and enhances their understanding of developments in these and other fields, from classical times to the present (e.g., identify aspects of their learning about classical philosophies and religions that
contribute to their understanding of social sciences and humanities disciplines such as philosophy, anthropology, and world religions; identify ways in which their knowledge of classical inquiry methods, classification systems, and philosophical and scientific terminology, such as botanical names, supports or contributes to their learning in various areas of science and mathematics)
Teacher prompts: “Why do you think Sigmund Freud referred to ancient Greek mythology in his classifications of mental illnesses?” “How does your knowledge of ancient Greek and Latin deepen your understanding of the names of animal and plant species?”
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