Page 98 - 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
Bithynia, and the Seleucid Empire? In what contemporary countries are those locations found?” “Locate on a map some or all of the Bronze Age Mycenaean poleis mentioned in Homer’s Iliad and Odyssey. Why is their location important to their being included in the Trojan War? What does this tell you about the mobility of ancient peoples?”
A1.4 Selecting and Organizing Information: select information derived from oral and written forms of ancient Greek and Latin primary sources in translation (e.g., information about rural life in the first century BCE from a translation of Vergil’s Georgics presented orally, information about the life of Agrippina from the Annals of Tacitus), from ancient Greek and Roman visual sources (e.g., statues, pottery, friezes), and from secondary sources about the classical world (e.g., information about the Trojan War from a television documentary), and organize the material using criteria appro- priate to the focus of the inquiry
Teacher prompt: “How do the descriptions of Agrippina the Younger in Tacitus’s Annals differ from those given by other ancient authors? And how do these literary descriptions compare
to sculptural representations identified as Agrippina?”
A1.5 Citing Sources: demonstrate academic integrity by acknowledging all contributions from collaborative inquiry and all extracts and other information from written, graphic, and electronic sources that they have used to support and enhance their oral, written, and multimedia presentations in classical studies, using accepted forms of accreditation and/or documentation (e.g., use quotation marks to identify all material taken word for word from a source and acknowledge the source; produce accurate and comprehensive notes and bibliographies)
Teacher prompt: “Under what circumstances does paraphrasing become plagiarism? What are some ethical issues connected with using someone else’s work without acknowledgement? If you engage in plagiarism, what effect could it have on your academic career and your future life?”
A2. Interpretation and Evaluation
Throughout this course, students will:
A2.1 Interpreting Information: make inferences about the cultural characteristics, customs, and values of the classical world based on an analysis of information gathered in research (e.g., make inferences about attitudes towards women in
classical societies based on research findings about the various roles and depictions of women of those times; make inferences about Plato’s attitude to Athenian democracy based on his prescription for government in The Republic; make inferences about the historian’s purpose based on the presentation of the life of Livia, wife of Augustus, in the Annals of Tacitus; make inferences about the development and socio-cultural impact of slavery in the ancient world and the Roman practice of manumission, using research findings)
Teacher prompts: “What was the purpose of the ancient Roman practice of augury? What do you think this practice indicates about the role of religion in the political affairs of the Roman state? In the case of the Second Punic War, what were some risks attached to this method of decision making?” “What characteristics of Bronze Age Greek cultural codes in Homer’s Iliad might explain Achilles’ reaction to the loss of his war prize, Briseis?” “In Vergil’s Eclogues, in what ways did the Roman elite idealize the bucolic life of ancient Rome?”
A2.2 Evaluating Evidence: assess the reliability and/or significance of physical, artistic, and literary evidence pertaining to the nature of
the classical world based on an analysis of the context, purpose, values or biases, expertise, and reputed authenticity of the available historical and contemporary sources (e.g., the historical significance of Thucydides’ account of
the Peloponnesian War; the purpose of Martial’s flattery of the emperor; the reliability of Pliny
the Younger’s depictions of the early Christian community in his letters to the Emperor Trajan;
the significance of Petronius’s depiction of Trimalchio in the Satyricon; the accuracy of Plato’s characterization of Socrates in The Apology; the socio-political significance of monuments such as the Ara Pacis Augustae and visual artefacts such
as frescoes, relief sculptures, and inscriptions)
Teacher prompt: “What do you know about the Roman military and its interaction with indigenous peoples of Dacia from Trajan’s Column?”
A3. Communication
Throughout this course, students will:
A3.1 Communicating Orally: communicate orally about the classical world for a wide range of purposes and audiences, using a variety of communication strategies and demonstrating effective word choice, clear expression, convin- cing delivery, and accurate use of Latin and ancient Greek when required (e.g., pronounce Latin and ancient Greek words and phrases correctly;
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