Page 99 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

respond to questions by using appropriate examples; participate in class discussions and collaborative learning opportunities; initiate conferences with the teacher; differentiate among presentation styles suitable for teachers, peers, and younger students; display cross-cultural and historical sensitivity in presenting potentially uncomfortable material on warfare, indigenous peoples, race, gender roles, slavery, disability, and religion)
Teacher prompts: “How would you change your presentation about family dysfunction
in the House of Atreus if your audience were adults rather than your peers?” “How could you introduce the stories about the Trojan War for students who are in Grade 9 and have limited knowledge about mythology? What language would you use?” “How would you explain aspects of the myth of Hephaestus to audience members of varying abilities and needs?”
A3.2 Collaborating: demonstrate responsible, constructive behaviour in interactions with others in a collaborative setting (e.g., work cooperatively in teacher-assigned and/or self- selected groups to solve problems and resolve conflicts; apply interpersonal skills to collaborate effectively; show respect for others in open-forum discussions about presentations by class members; give and receive constructive criticism)
Teacher prompts: “In this jigsaw activity about mystery religions in the Roman Empire during the first and second centuries CE, what strategies will you use to ensure that all group members have the opportunity to participate?” “What strategies would you use to resolve a conflict between members of your group in order
to ensure that your presentation about the importance of the Roman practice of salutatio is completed well and on time?”
A3.3 Developing and Producing Texts: plan and produce a variety of literary, informational, and graphic texts about the classical world for a wide range of purposes and audiences, using effective words, images, and language structures, correct grammar, and a range of editing and revising strategies (e.g., keep a reading-response journal about Cicero’s Letters; rewrite the myth of the contest for Athens between Athena and Poseidon based on the archaeology of the Athenian Acropolis; write an essay comparing King Cogidubnus and Joseph Brant as indigenous leaders faced with occupation by a dominant power; write a news report of the apotheosis of Julius Caesar and the development of emperor worship; create a T-chart or Venn diagram of Roman deities adopted from other religions to demonstrate syncretism; produce a graphic text, such as a series of labelled diagrams, comparing the waste management systems in Rome and Athens)
Teacher prompt: “What questions would you ask Caesar’s wife, Calpurnia, Cleopatra, Mark Antony, Caesar’s veterans, the senators who supported him, the senators who supported Cassius and Brutus, and average Roman citizens in order to write a report about the Senate’s decree declaring Julius Caesar a god?”
A3.4 Summarizing and Paraphrasing: summar- ize and paraphrase information in original texts in translation, orally and in writing, to com- municate and consolidate their understanding of the classical world (e.g., summarize Pericles’ funeral oration from Thucydides’ History of the Peloponnesian War; paraphrase Antigone’s final speech in Sophocles’ Antigone; summarize the information about the eruption of Mount Vesuvius contained in Pliny the Younger’s Letter 6.16)
Teacher prompts: “What salient information does Pliny the Younger provide about the eruption of Vesuvius?” “In Ode 1.37, what key information does Horace provide about the Battle of Actium?”
A3.5 Transcribing, Transliterating, and Identifying Derivatives: accurately transcribe words in ancient Greek, transliterate words from ancient Greek into the Latin alphabet and ancient Greek and Roman numerals into Arabic numerals, and identify English words derived from Latin and ancient Greek (e.g., identify an English derivative from ancient Greek or Latin, using an etymological dictionary; create an artefact using the Greek alphabet; accurately transliterate into the Latin alphabet ancient Greek words for which there are no clear English equivalents, and give an approximate English meaning)
Teacher prompts: “Using your etymological dictionary, find the origins and meanings of the words idea, ethics, ontology, cosmology, ecology, and politics.” “What problems might you encounter in transliterating a panel of an ancient Greek inscription from a portion of
the Athenian tribute lists?”
A3.6 Selecting Media: select appropriate media and delivery styles to produce, share, and disseminate products related to their learning (e.g., use presentation software to develop a seminar on the significance of the Trojan gold found in the Pushkin State Museum of Fine Arts; dramatize an excerpt from The Verrine Orations of Cicero; create a model of the Temple of Jupiter Capitolinus in Rome; make a three-dimensional topographical map of Greece)
Teacher prompts: “What materials or found materials could you use to build a miniature three-dimensional model of the Arch of Titus? How will you recreate the details on the interior
CRITICAL THINKING AND LITERACY SKILLS
97
Classical Civilization
LVV4U