Page 107 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

E. MATERIAL CULTURE OVERALL EXPECTATIONS
By the end of this course, students will:
E1. Archaeology: demonstrate knowledge and understanding of archaeological history, practices, and issues, and the physical remains or artefacts related to classical sites;
E2. Classical Culture: make inferences about the social structures, customs, and technological achievements of classical societies based on information derived from their material culture;
E3. Terminology: identify archaeological, aesthetic, and architectural terms in English derived from ancient Greek and Latin and use them correctly;
E4. Intercultural and Other Connections: describe how their learning about classical material culture relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and personal experience.
SPECIFIC EXPECTATIONS
E1. Archaeology
By the end of this course, students will:
E1.1 Archaeological History: describe important discoveries in the history of archaeological investigations of classical sites and their significance for our understanding of classical cultures (e.g., Heinrich Schliemann and the excavations of Troy and Mycenae; Sir Arthur Evans and the excavations at Knossos; Giuseppe Fiorelli and the excavation of Pompeii; Andrea Carandini and the excavation of the Palatine Hill in Rome)
Teacher prompts: “What lessons are to be learned from the work of Heinrich Schliemann?” “What are some ways in which contemporary archaeology continues to add nuances to our understanding of classical history?”
E1.2 Archaeological Practices: describe past and contemporary practices used in archaeological investigations of classical sites (e.g., surface, geophysical, aerial, and satellite surveying of sites; excavation techniques; techniques used in analysis of finds, including radiocarbon dating and, for biological finds, magnetic resonance imaging,
CT scans, DNA testing, and x-rays)
Teacher prompts: “What is the Fiorelli process? How did the work of Giuseppe Fiorelli advance the science of archaeology?” “How is the use of radar to locate buried artefacts more effective than sinking trenches?” “Why are specialists
such as physical anthropologists, botanists, zoologists, ancient language experts, and
art historians needed to help analyse the information excavated from archaeological sites?” “Experimental archaeology involves recreating ancient pottery using the technology of the period or recreating meals from the period based on literary descriptions and chemical analysis of material evidence. In what ways is this process important in confirming the analysis of artefacts?”
E1.3 Archaeological Issues: identify and explain practical and ethical issues arising from archaeological investigations of classical sites (e.g., the need for measures to protect exposed sites from acid rain and other erosive forces; the need to prevent or reduce human-caused damage at sites, including the effects of treasure hunting, urbanization [as at Heraklion, Knossos, Herculaneum, and Pompeii], and infrastructure projects [as at Abu Simbel]; questions of archaeological patrimony and ownership, such as the debate over the repatriation of the Elgin Marbles; curatorial concerns and responsibilities regarding forgery and provenance; ethical concerns about excavating burial sites and human remains)
Teacher prompts: “Was it ethical for Heinrich Schliemann to remove the Trojan gold from Turkey and send it to Berlin? Why or why not?” “Should we limit tourism at physically com- promised and delicate sites such as Pompeii? Is it possible to protect such sites without closing
MATERIAL CULTURE
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Classical Civilization
LVV4U