Page 108 - 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
them off completely? How?” “What are the pros and cons of reburying archaeological sites if there is no funding to preserve them?” “Is it ethical to modify ancient sites if that modification benefits contemporary society? Why or why not?”
E1.4 Art and Architecture: demonstrate know- ledge and understanding of the periods, styles, and media of classical art and architecture
(e.g., Minoan and Mycenaean palaces; archaic and classical statuary and pottery styles; column styles; Roman “copies” of Greek bronzes; wall paintings from Pompeii and Herculaneum; mosaics, jewellery, and other portable art; coins)
Teacher prompts: “What elements of architectural style do the Minoans and Egyptians share?” “Why is the column a pivotal architectural feature?” “Why are Roman marble ‘copies’ of Greek bronze statues important for art history?” “What do Minoan frescoes and the frescoes of Pompeii have in common?” “In what ways can coinage be used as propaganda?”
E2. Classical Culture
By the end of this course, students will:
E2.1 Social Organization and Customs: use information about ancient Greek and Roman material culture to make inferences about the social organization and customs of classical cultures (e.g., describe burial customs based on funerary remains; explain how analysis of skeletal remains and grave goods provides information about social class; explain how social organization is reflected in amphitheatre and theatre seating; use evidence from the layout and locations of domestic buildings in ancient Rome, such as the villa, the domus, and the insula, to make inferences about the domestic life of different socio-economic groups of the period)
Teacher prompts: “Why were prominent individuals assigned the most important seats, those closest to the stage, in an ancient Greek theatre? Why were women and slaves not permitted to sit close to the theatrical action?” “Why did people in the ancient world bury their dead with jewellery, weapons, money, and pottery? How do these grave goods help us analyse the wealth and status of both the buried individual and the community?”
E2.2 Technology and Material Culture: use evidence from architectural structures and archaeological finds to make inferences about the technological capabilities of classical societies, including in fields such as engineering,
transportation, war, and agriculture (e.g., describe the architectural and engineering advances featured in Mycenaean tholos tombs, the Athenian Acropolis, and monumental architecture such as the Parthenon; describe the development of Roman road construction and the impact of the road system on expansion of the empire and trade; summarize the connection between the construction of the Cloaca Maxima and the development of the Forum Romanum; explain the relevance of inventions such as the groma, the crane, and waterproof cement to the construction of public buildings and infrastructure, including temples, aqueducts, roads, and bridges; explain the importance of the development and use of the arch in innovative structures such as the Pantheon and the Colosseum)
Teacher prompts: “How is the construction
of the Cloaca Maxima in Rome related to the architectural stability of the buildings constructed in the Forum Romanum? How is it connected to disease control?” “What lessons can be learned from the construction process of Roman roads?” “How did the construction of the dome of the Pantheon ensure its survival to modern times?” “In what ways did the Romans’ use of cement and brick allow for more durable and long-lasting buildings than the ancient Greeks’ use of marble in their monumental architecture?”
E3. Terminology
By the end of this course, students will:
E3.1 Material Culture Terminology: identify English words, phrases, and terms related to material culture that are derived from ancient Greek and Latin and use them correctly (e.g., keep a glossary of terms such as archaeology from ἀρχαῖος + λόγος, technique from τέχνη, acropolis from ἀκρόπολις [from ἄκρος + πόλις], urbanization from urbs, excavation from
ex + cavatum [cavo, cavare], inscription
from inscriptio)
Teacher prompts: “In what ways do archaeolo- gists use ancient Greek and Latin to identify their findings?” “What is an example of an ancient Greek or Latin word that refers to an architectural structure?”
E4. InterculturalandOtherConnections
By the end of this course, students will:
E4.1 Investigating Connections: identify and describe aspects of classical material culture that influenced or that are reflected in other ancient societies and later cultures (e.g., explain the connection between the relieving triangle of
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