Page 196 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Material Culture
• palace architecture (e.g., differences between Minoan and Mycenaean palace
architecture, such as the inclusion of a megaron and • burial practices (e.g., the use of columns)
emergent literacy (e.g., Linear
Phaistos Disc)
• the artistic representation of
culture on portable art forms
(e.g., jewellery; figurines; seal stones; death masks such as the
Mask of Agamemnon; rhytons)
inhumation, cist tombs,
tholos tombs)
• material evidence for
A and B hieroglyphs, the
Philosophy/Religion/Science
History/Geography
• the physical geography of Mediterranean world (e.g., areas of the ancient
Asia Minor, Greece, Italy, North
Africa, Spain, France)
• the physical geography of the
Greek territories (e.g., Peloponnesus, mainland
• palaces as social, political,
Greece, Crete)
economic, and religious
centres (e.g., Knossos,
• the warrior aristocracy and kingship (e.g., honour/shame
Mycenae)
culture; the tyranny of Minos
when he pursues Daedalus; the
respect commanded by
heroic deeds of Achilles and his
Agamemnon demands Briseis)
Agamemnon as Anax; the
withdrawal from battle after
Mythology/Literature
− aetiological (origin) myths
• types of myth
(e.g., Apollo and Daphne,
− creation myths (e.g., the
− liturgical (religious origin) creation of humans)
Theogony of Hesiod
myths (e.g., Demeter and
Persephone, Athena and
Poseidon’s struggle over
and the Argonauts, Theseus,
Athens)
Arachne and Athena)
• the Trojan saga as myth (e.g.,
selections from Homer’s Iliad)
− heroic myths (e.g., Jason
Heracles, Atalanta)
− psyche (psychological)
myths (e.g., Oedipus and
Periods
Bronze Age
(c . 2000–1000 BCE)
Appendix A: Classical Studies
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
This chart contains core concepts and topics related to the classical world that students will encounter through various activities in this course. The chart is organized into broad chronological periods to aid in planning. It is recommended that the teacher read across the chart in order to ensure that all core areas are covered in each chronological division. Teachers may supplement and enrich these core concepts and topics according to their expertise and the students’ interests and learning needs. Classical Civilization – Core Concepts and Topics
Core Concepts and Topics
(continued)
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