Page 76 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 1, Academic
D1. Understanding the Influence of Classical Languages: demonstrate an understanding of the influence of classical languages on the languages of other cultures;
D2. Making Cultural Connections: demonstrate an understanding of classical culture and its influence on other cultures.
D. INTERCULTURAL UNDERSTANDING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
SPECIFIC EXPECTATIONS
D1. Understanding the Influence of Classical Languages
By the end of this course, students will:
D1.1 Investigating Derivatives: identify some words, phrases, and abbreviations that are derived from the classical language and found in English and other languages, and use them accurately (e.g., science/scientia; pecuniary/ pecunia; Aboriginal/ab+origine; family/familia; a.m. as an abbreviation of ante meridiem; & as a ligature of et; etc. as an abbreviation of et cetera; eureka/ηὕρηκα)
D1.2 Using Interconnected Language Knowledge: use knowledge of simple language structures that are common to the classical language, English, and other languages to enhance their speaking, reading, and writing skills in both English and the classical language (e.g., subject-verb agreement, the use of cases in sentences and in prepositional phrases)
D2. Making Cultural Connections
By the end of this course, students will:
D2.1 Understanding the Classical World: demonstrate knowledge and understanding of some aspects of life in the classical world, using different strategies (e.g., describe the effect on Roman society of limiting higher education to
the wealthy; explain the economic importance
of slaves in Greek or Roman society; describe the roles of women, children, ancestors, and elders
in Greek or Roman society; compare the diets of ordinary working people and wealthy people in
the classical world using a T-chart; write poems describing significant historical events, such as the eruption of Mt.Vesuvius; describe the importance of aqueducts to urban development in the Roman period; describe the importance of the latrines
and sewer systems in ancient Rome; explain the connection between ecology and urban planning in Campania in the first century CE; describe the distribution of commercial and residential properties in Pompeii, Herculaneum, and Rome; assess the environmental impact of hunting in North Africa to supply animals for the gladiatorial games; describe the connection between the need for natural resources and the expansion of the Roman Empire; make a topographical map of the ancient Mediterranean; make drawings or replicas of classical mosaics, frescoes, or coins; use geographical modelling software to show how topography influenced the construction of roads and other infrastructure in the classical world)
D2.2 Making Cultural Connections: relate aspects of classical culture (e.g., religious practices, social customs, technology) to comparable aspects of other societies and cultures (e.g., prepare a chart listing social and monetary elements in the patron-client relationship and in private and imperial alimenta programs, and compare them to
elements of social programs in effect today; create a drama about the roles of ancestors and elders in the ancient world and in First Nation communities; explain the origins of the modern calendar in the Roman calendar; create a Roman or Greek costume and note similarities to modern clothing in its reflection of status; re-enact a Roman school day and compare it to a day in a modern school; create a list of Roman technological innovations that were adopted by other societies; compare the impact that
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