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Course Profile Classical Civilization (LVV4U), Grade 12,
University Preparation, Public
Course Overview
Prerequisite: Grade 10 English, Academic or Applied
This
course allows students to explore the beliefs and achievements of the classical
world, which have shaped Western thought and civilization. Students will
investigate such aspects of classical culture as its mythology, art,
literature, and philosophy, as well as elements of ancient Greek and Latin,
through a variety of activities such as dramatizations, audio-visual
presentations, and discussions. By reading classical authors in English and
examining archaeological evidence, students will enhance both their
communication skills and their ability to think critically and creatively.
The
study of Latin, ancient Greek and Classical Civilization introduces students to
some of the significant cultural and linguistic roots of Western societies. …
As a consequence, students enrolled in Classical studies courses should be able
to speak, read, and write with greater proficiency, and should learn other
languages more readily. Moreover, in all Classical studies courses, the
knowledge students gain of the literature, mythology, and art as well as of the
commercial and social practices of ancient civilizations enables them to better
appreciate and respect their own heritage and that of others. The discoveries
of archaeology have contributed significantly to our knowledge of the geography
and history of the Classical world as well as to our understanding of its
culture, particularly its art and architecture. For this reason, archaeology and
its developments play an important part in Classical studies.
Through
activities such as presentations, reports, debates, and seminars, students
learn to work cooperatively, develop thinking and communication skills, and
acquire self-confidence. (The Ontario Curriculum, Grades 11 and 12,
Classical Studies and International Languages, p. 7)
Traditionally,
Classical Civilization courses have primarily focussed on the literature and
history of the ancient Greeks and Romans, supplemented by lessons on a variety
of related topics, such as mythology, art, or archaeology. The Classical
Civilization course, as found in the Classical Studies and International
Languages policy document, however, is a course about the cultures of the
Graeco-Roman world. Culture is reflected in more than literature or history; it
is reflected also in the philosophy, religious practices, art, architecture,
and archaeological remains of the people of the ancient Mediterranean world.
Though literature and history are integral parts of Classical Civilization
courses and cannot be ignored, they cannot be the sole purpose of the study of
the ancient Greeks and Romans. The Classical Civilization course is designed as
a broad survey course and as such, is meant to investigate the cultural
achievements of the ancient Mediterranean world which have come to have a
pervasive and inestimable effect on the modern world. Therefore, the strands of
the course have been chosen to introduce students to the most enduring aspects
of ancient culture: mythology; art, architecture, and archaeology; literature;
history and geography; and finally, philosophy and religion.
Since
classes in Classical studies generally focus on the cultures of ancient Greece
and Rome with specific reference to cultures and peoples within the
Graeco-Roman world (such as the Celts, the peoples of the regions which become
Turkey, the Near and Middle East (Syria, Lebanon, Israel, Iraq, Iran), Armenia,
Georgia, Romania, parts of India, Egypt, and all of northern Africa) students
who study Classical Civilization, in particular, are introduced to the vast
diversity of the ancient world. In addition, students are encouraged to
appreciate the linguistic and cultural inheritance of the West, which is
attributed to ancient
The
following document offers Classics teachers a number of activity choices, which
they may make based on their own interests and academic backgrounds, student
interests, time constraints, and resources. It is essential, however, for
teachers to keep in mind that they must cover all the strands for the course
(Mythology, Art/Architecture/Archaeology, Literature, History and Geography,
Philosophy and Religion), including the overall and specific expectations; no
one strand is more important than any other. This requirement provides teachers
with a useful structure as they progress through the varied material. Teachers
may find it useful to consult the Ancient Culture sections of the Course
Profiles for Level 1 and Level 2 Classical Languages for additional teaching
strategies and activities. Note: Because
the nature of this document requires the teacher to select from many
activities, the time required for each unit may vary. No time recommendations
are provided for this reason.
Though
the main audience of this course may be students who have studied one or more
levels of Latin or ancient Greek, students may begin the study of Classics in
Grades 11 or 12 without having studied a Classical language. They will,
however, develop some familiarity with Latin and ancient Greek as a result of
their exposure to etymology through their study of the course content.
Classical Civilization presumes no prior knowledge of the ancient world and
requires only an interest in the material to be studied. In response to the of
diversity of language skills and previous knowledge, and in order to a
Some
prior assumptions of skills can be made. First, students must be able to work
in both independent and group settings. They must be able to use library
resources, to conduct research, and subsequently write both research and essay
papers. Students must also be able to read a variety of materials and make
notes from them. As well, students must be able to take notes. They must also
know the fundamentals of oral presentations and seminars. Finally, students
must be able to write essays, short answer, and multiple-choice style tests.
Where students require additional support in these areas, teachers must teach
these skills. In turn, students will acquire a variety of skills that will
serve them well in whatever postsecondary studies they choose to pursue.
In
reviewing the policy document, Classical Studies and International
Languages, teachers should note that the Specific Expectations of the
Strands fall almost exclusively in the Knowledge/Understanding section of the
Achievement Chart. Since, the teaching and learning strategies devised by the
teachers must reflect all areas of the Achievement Chart, teachers must create
activities that will allow the students to demonstrate their skills and
knowledge of the Specific Expectations in the remaining areas of the
Achievement Chart. For instance, a multiple-choice test may fall into the
Knowledge/Understanding category only, while a research paper can be placed in
all four categories.
The
student is at the centre of all the activities outlined in this document.
However, because students may have little, or no, background in a given topic,
it is often necessary for teachers to direct and guide the lessons and
activities. Therefore, teachers must gather resources ranging from pictures,
slides, overheads and maps, to original source materials and anthologies of
literature. They must create lectures, outlines, handouts, assignments,
rubrics, tests, and exams. Teachers using this Course Profile document should
keep in mind that they are their own primary resources and that the key to a su
The
following chart is based on the unit structure provided in the policy document
for Classical Studies and International Languages, Grades 11 and 12.
This chart broadly reflects the Overall and Specific Expectations which must be
fulfilled by the end of the course. The five Strands that must be reflected in
the course (Mythology, Art/Architecture/Archaeology, Literature, History and
Geography, Philosophy and Religion) are outlined here. The clustering of
expectations allows all the strands to be assessed separately or jointly within
the unit. Teachers are reminded that activities reflect a number of
expectations in order to provide the students with optimal learning
opportunities. Since the expectations found within different Strands pertain
most specifically to the Knowledge/Understanding category of the Achievement
Chart, the types of activities created in order to evaluate students’ learning
can fall into other categories of the Achievement Chart. See Appendix A, Unit
Strand Clustering, for a scheme to organize the course content by strand or
chronologically.
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Time |
|
1 |
MYV.01;
MYV.03; AAV.01; AAV.02; HGV.01; HGV.02; PRV.01 |
Knowledge/
Understanding |
Early (30 hours) |
|
2 |
MYV.01;
MYV.03; AAV.01; AAV.02; LTV.01; LTV.03; HGV.01; HGV.02; HGV.04; PRV.01;
PRV.02. |
Knowledge/
Understanding |
Archaic,
Classical and Hellenistic (40
hours) |
|
* 3 |
MYV.01;
MYV.03; AAV.01; AAV.02; LTV.01; LTV.03; HGV.02; HGV.03; PRV.01; PRV.02. |
Knowledge/
Understanding |
(40
hours) |
* This
unit has been fully developed in this Course Profile.
The
investigation of Bronze Age
A:
Classical Theories of the Origins of the Universe
This
section introduces students to the geography, chronology, and mythology
associated with ancient Greek theories of the origins of the universe, using
such sources as Hesiod and Homer. The concepts of myth (e.g., what is myth?),
pre-history, and the genealogy of the gods are explored.
B: The
Minoans
In
this section, students are introduced to the art, architecture, and archaeology
(including the excavations of Arthur Evans) of the Minoan civilization. Minoan
culture, aspects of religion, and the correlation with later Greek mythology
and civilization are also explored. In addition, the theories regarding the
fall of Minoan civilization after the eruption of Thera are discussed.
C: The
Mycenaeans
The
culture of the Mycenaeans is explored here through their architecture, related
mythology, and the archaeological evidence of Mycenaean sites including tombs
and artifacts. In addition, their connection to other cultures within the
Mediterranean world at this time is explored, as well as their influence on
later Greek civilization.
D: The
Trojan War
This
section presents the historical and archaeological record of the Trojan war,
particularly Heinrich Schliemann’s excavation, in connection with the associated
mythology (the Apple of Discord, The Decision of Paris, the Abduction of Helen
and so forth) and the representation of these events in Homer’s Iliad
and Odyssey. The representation of the Trojan War in later Greek and
Roman art (the Laocoon group, Aeneas and Anchises sculpture, etc.), and
literature (e.g., Trojan Women, Iphegenia at
This
is the most expansive era of Greek culture for which much archaeological,
artistic, literary, and historical evidence exists. In order to make manageable
the abundance of content available, this time period has been sub-divided into
three sections as follows:
A:
Archaic
Here,
archaic Greek art (particularly pottery and statuary) is presented, along with
the development of archaic Greek government, the origins of philosophy, temple
construction, and early Greek literature. At this time in history, Greek
culture truly emerged from the Dark Ages following the fall of the Mycenaean
and Minoan civilizations.
B:
Classical
The
Classical period marks the peak of the Greek civilization in such areas as
drama, literature, art, archaeology, religion, philosophy, and government. It
marks the defining moment in the evolution of Greek culture, which has had an
enormous and enduring effect on later Western cultures. Teachers would likely
spend the majority of the time allocated for this section teaching the topics
within this unit.
C:
Philip of Macedon and Alexander the Great
Under
Philip of Macedon, the Greek city-states were united for the first time,
constituting a significant shift in Greek politics, linguistic influence (since
Greek became a world language at this time), and culture, continued by
Alexander. The expansion of Alexander’s empire, and its subsequent dissolution,
represent an important milestone in the Greek world.
In the past, Classical Civilization
courses have tended to focus on Greek culture and civilization. The Romans,
however, exerted an equally important influence on the development of the
Western world. Therefore, it is imperative to investigate Roman civilization as
the vehicle for the transference of Mediterranean culture to later societies.
The span of the
A: Early
The
significant role of the Etruscans in the development of the early history of
B:
Republican
C: The
In
designing the learning environment for students, teachers must keep a number of
factors in mind: the ages of their students, students’ abilities and interests,
students’ prior knowledge, and the requirements of the course in light of the
strands and specific expectations. Teachers must also bear in mind the
Achievement Chart at the end of the policy document. A well-balanced activity
fulfills expectations from more than one strand and provides a greater scope
for students to demonstrate the range of their knowledge and skills and allow
students to demonstrate their skills in all categories of the Achievement
Chart.
The
Classical Civilization course may be divided into a series of units which span
all of the Strands. Teachers devise a number of activities which appeal to the
students in light of their interests and abilities and that enhance the
standard lecture, essay, test and quiz format often used in courses of this
nature. For instance, teachers may choose to study the Minoans, including myths
about Theseus, the art and architecture of the
Activities
such as those mentioned above allow students to share in the presentation of
course material so that the course is not all teacher-directed. Such activities
also enhance the atmosphere of the Classical Civilization course and provide
students with the opportunities to practise skills useful for a number of other
subject areas. Teachers may wish to consult the Ancient Culture units contained
within the Course Profiles for Classical Languages, Levels 1 and 2 for
supplementary resources, materials, or activities which can be adapted easily
to a Grade 12 Classical Civilization course.
An
activities-oriented approach to teaching requires teachers to pay particular
attention to health and safety considerations. For instance, teachers using
food in an activity should be aware of any allergies or other medical
conditions within the classroom. If an activity requires students to engage in
physical activity, teachers should review proper behaviour and safety
practices. Teachers should ensure that any materials used for re-enactments,
for instance, are safe and appropriate to the students’ ages. As always,
teachers must pay particular attention to students with special needs.
The
purpose of all assessment and evaluation is to improve student learning; that
is its ultimate goal. Therefore, teachers are encouraged to use a wide range of
diagnostic, formative, and summative assessment activities that appeal to the
students’ learning needs and that provide students with the opportunities to practise
their skills, consolidate their knowledge, and demonstrate skills on a number
of o
Teachers
can use the activities described in the Teaching/Learning Strategies section as
assessment strategies; therefore, the activities can be evaluated to ascertain
students’ achievement and ultimately their final grades. A well-balanced
learning activity can fulfill expectations for more than one
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation.
Teachers
should ensure, as well, that the final summative assessment for the course
reflects all the Strands. In addition, they should ensure that they include
strategies used to teach the specific expectations throughout the course when
designing the final assessment. The final summative assessment may involve a
mixture of assessment strategies used throughout the term in concert with a
formal exam. Teachers, therefore, can assign a project or essay to a
All
students who have been identified with an exceptionality will have an
Individual Education Program (IEP). Teachers should consult individual student
IEPs for specific direction on a
A
Visual
Impairment
Students
with visual impairments can be provided with large print versions of written
and textual materials or with Braille versions, as available. Students having a
Hearing
Impairment
Students
with hearing impairments can be seated at the front of the class to allow them
to lip read the teacher’s speech, or to increase the efficiency of their
hearing. In addition, these students can make use of technological hearing
devices a
Other
Physical Impairments
Students
with other physical impairments can be a
Giftedness
Enrichment
can be offered within each activity of the unit to provide a more fulfilling
experience. Such a
Learning
Impairments
Students
having learning impairments can be assisted in this course by “peer tutors” and
“note buddies” who assist them with organization skills or in the acquisition
of new information. Additional time for testing and alternative testing forms
can also improve students’ su
ESL/ELD
Students
ESL/ELD
students of who have not yet achieved a working proficiency in English may
experience extreme difficulty in studying Classical Civilization. Computer
programs that assist students in learning the elements of mythology, geography,
and history, for example, can be incorporated in order to assist them with this
process. Additional time for tests, assignments, and other evaluations would
also benefit these students and increase their su
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and web sites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy license and that this license covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the proper public performance
videocassette license from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
This
collection of resources is organized into categories containing publications
helpful to teachers of Latin and ancient Greek in teaching about ancient
cultures. Some books have been cross-listed because they fit into several
categories.
The
Ontario Classical Association is a teacher resource that provides mentorship
information for new teachers as well as useful resources:
http://www.ontclassics.org
Adcock,
F. E. Roman Political Ideas and Practice.
Baumann,
Richard A. Women and Politics in Ancient
Bradley,
Pamela. Ancient
Bradley,
Pamela. Ancient
Bunsen,
Matthew. A Dictionary of the
Cairns,
Trevor. The Romans and their Empire.
Crook,
J. A. Law and Life of
Fantham,
Elaine, et al. Women in the Classical World.
Hawley,
Richard and Barbara Levick. Women in Antiquity: New Assessments.
Routledge:
James,
Peter and Nick Thorpe. Ancient Inventions. Ballantine Books:
Lefkowitz,
Mary R. and Maureen B. Fant. Women’s Life in Greece and Rome: A Sourcebook
in Translation.
Liberati,
Anna Maria and Fabio Bourbon. Ancient
Martel,
Hazel Mary. The Kingfisher Book of the Ancient World from the Ice Age to the
Fall of
Nardo,
Don. The Way People Live: Life in Ancient
Nicholas,
Barry. An Introduction to Roman Law.
Sitwell,
Nigel. Outside the Empire: The World the Romans Knew. Paladin Graftin
Books:
Wiedemann,
Thomas. Emperors and Gladiators. Routledge:
Cahill,
Jane. Her Kind: Stories of Women from Greek Mythology. Broadview Press:
Carter,
Alan. A Guide to the History and Myth of Fifteen Selected Sites in
Carter,
Alan and Maureen Carter. A Layman’s Guide to the Greek Heroes.
Efstathiadis Group S.A.:
Dowden,
Ken. The Uses of Greek Mythology. Routledge:
Foss,
Michael. Gods and Heroes: The Story of Greek Mythology. National
Textbook Company:
Grandazzi,
Alexandre. trans. Jane Marie Todd. The Foundation of
Halford,
R. W. The Greek Myths. Longman Canada Limited:
Levi-Strauss,
Claude. Myth and Meaning: Cracking the Code of Culture. Schocken Books:
Mackenzie,
Donald A. Crete and Pre-Hellenic Myths and Legends.
Morford,
Mark P.O. and Robert J. Lenardon. Classical Mythology. Longman Inc.:
New
Larousse Encyclopedia of Mythology. Crescent Books:
Reid,
Jane Davidson. The Oxford Guide to Classical Mythology in the Arts, 1300 -
1990s, 2 volumes.
Reinhold,
Meyer. Past and Present: The Continuity of Classical Myths. A. M.
Hakkert Ltd.:
Rosenberg,
Donna and Sorelle Baker. Mythology and You: Classical Mythology and its
Relevance to Today’s World. National Textbook Company:
Scherer,
Margaret R. The Legends of
Souli,
Sophia. Greek Mythology. Editions Michalis Toubis
Tripp,
Edward. The
All
of Ancient
Allen,
Susan Heuck. Finding the Walls of
Ancient
Andronicos,
Manolis. The Acropolis. Ekdotike Athenon S.A.:
Andronicos,
Manolis.
Angeli,
Lanfranco.
Archibald,
Zofia. Discovering the World of the Ancient Greeks. Facts on File:
Art
and History of
Ballard,
Robert D. The Lost Wreck of the
Biers,
William R. The Archaeology of
Bisel,
Sara C. The Secrets of Vesuvius. Madison Press:
Boardman,
John. Greek Art.
Bunson,
Matthew. A Dictionary of the
Burn,
Lucilla. The
Charitonidou,
Angeliki.
Davaras,
Costis. Phaistos, Hagia Triada – Gortyn: A Brief Illustrated Archaeological
Guide. Editions
Elsner,
Jas. Oxford History of Art – Imperial
Fagan,
Brian M., ed. Eyewitness to Discovery: First-Person A
Hannestad,
Niels. Roman Art and Imperial Policy.
Henig,
Martin, ed. A Handbook of Roman Art - A Survey of the Visual Arts of the
Roman World. Phaidon Press Ltd:
Higgens,
Reynold. Minoan and Mycenaean Art.
Iozzo,
Mario. Art and History of
Konsola,
Dora.
Laisné,
Claude. The Art of Ancient
Logiadou-Platonos,
S. and Dr. Nanno Marinatos.
McKay,
Alexander. Vitruvius, Architect and Engineer – Buildings and Building
Techniques in Augustan
Moorehead,
Caroline. Lost and Found: the 9,000 Treasures of
Moorehead,
Caroline. Lost Treasure of
Moorehead,
Caroline. Lost and Found: The 9000 Treasures of
Nilsson,
Martin P. Homer and
Osborne,
Robin.
Pedley,
John Griffiths. Greek Art and Archaeology. Prentice Hall:
Phoca,
Ioanna E. and Panos D. Valavanis. Rediscovering Ancient
Potter,
T. W. Roman Britain.
Preziosi,
Donald and Louise A. Hitchcock. Aegean Art and Architecture.
Richter,
Gisela M. A. A Handbook of Greek Art: A Survey of the Visual Arts of Ancient
Schuchhardt,
Walter-Herwig. Greek Art. Universe Books:
Settis,
Salvatore, ed. The Land of the Etruscans: From Prehistory to the Middle Ages.
Scala Books:
Stiebling,
William H. Uncovering the Past: A History of Archaeology.
Stierlin,
Henri, ed. Architecture of the World:
Stierlin,
Henri, ed. Architecture of the World: The
Taylour,
Lord William. The Mycenaeans.
Traill,
David A. Schliemann of
Valavanis,
Panos.
Vassilakis,
Dr. Antonis Spiros.
Vonheintze,
Helga. Roman Art. Universe Books:
Wellard,
James. The Search for the Etruscans. Saturday Review Press:
Wood,
Michael. In Search of the Trojan War. Facts on File:
Woodford,
Susan.
Wycherley,
R.E. The Stones of
Aristophanes,
Lysistrata/Acharnians/Clouds, trans. A. Sommerstein, Penguin:
Harmondsworth 1973.
Atchity,
Kenneth J., ed. The Classical Greek Reader. Henry Holt and Co.:
Atchity,
Kenneth J., ed. The Classical Roman Reader. Henry Holt and Co.:
Euripides,
Ten Plays, trans. M. Hadas. Bantam:
France,
Peter. Greek as a Treat: An Introduction to the Classics. BBC Books:
Four
Greek Plays, ed. D.
Fitts. Harcourt Brace Jovanovich:
Grant,
Michael ed. Latin Literature: An Anthology. Penguin Books
Greek
Lyrics, (trans.).
R. Lattimore.
Homer,
Iliad, (trans.). R. Fagles. Penguin: Harmondsworth 1990.
Homer,
Odyssey, (trans.). R. Lattimore. Harper & Row:
Knox,
Bernard. The Norton Book of Classical Literature. W.W. Norton and
Company:
MacKendrick,
Paul and Herbert M. Howe. Classics in Translation, Volume 1: Greek
Literature.
MacKendrick,
Paul and Herbert M. Howe. Classics in Translation, Volume 2: Latin
Literature.
Nilsson,
Martin P. Homer and
Odi
et Amo: The
Complete Poetry of Catullus, (trans.). Roy A. Swanson. Macmillan:
Tacitus,
Complete Works, (trans.). Church and Brodribb. Random House:
Virgil,
Aeneid, (trans.). R. Fitzgerald. Random House:
Boardman,
John, et al. The
Boardman,
John, et al. The
Demand,
Forrest,
Martin, et al. Pompey and Caesar.
Foster,
Genevieve. Augustus Caesar’s World. Charles Scribner’s Sons:
Grant,
Michael. The Antonines – The
Grant,
Michael. The Founders of the Western World – A History of
Grant,
Michael. From Alexander to Cleopatra – The Hellenistic World. Charles
Scribner’s Sons:
Grant,
Michael. Greek and Roman Historians – Information and Misinformation.
Routledge:
Grant,
Michael. History of
Grant,
Michael. The Jews in the Roman World. Weidenfeld and Nicholson:
Grant,
Michael. The Rise of the Greeks. Charles Scribner’s Sons:
Grant,
Michael. The Twelve Caesars. Charles Scribner’s Sons:
Hazzard,
R. A. Imagination of a Monarchy: Studies in Ptolemaic Propaganda.
Jones,
A. H. M. Ancient Culture and Society Series: Augustus. Chatto and
Windus:
Kleiner,
Dianna E. E. and Susan B. Matheson, eds. I Claudia: Women in Ancient
Macnamara,
Ellen. The Etruscans.
Mellor,
Ronald. The Roman Historians. Routledge:
Morkot,
Robert. The Penguin Historical Atlas of Ancient
Ogilvie,
R. M. Early
Queller,
Donald E. The Latin Conquest of
Potter,
David S. Literary Texts and the Roman Historian. Routledge:
Raven,
Susan. Roman Africa. Routledge:
Scarre,
Chris. The Penguin Historical Atlas of Ancient
Talbert,
Richard J. A. Atlas of Classical History. Rougledge:
Whitehouse,
David and Ruth Whitehouse. Archaeological Atlas of the World. W. H.
Freeeman and Company:
Yadin,
Yigael.
Adkins, Lesley and Roy A. Adkins. Dictionary
of Roman Religion. Facts on File:
Barnes, Jonathan. Early Greek Philosophy.
Penguin Books:
Benson,
Hugh, William Taschek, and Paul Hurley. History of Philosophy. Harper
Collins Publishers Inc.:
Burkert,
Walter. Greek Religion.
Dumezil,
Georges. Trans. Philip Krapp. Archaic Roman Religion Vols 1 and 2.
Magee,
Bryan. The Story of Philosophy - The Essential Guide to the History of
Western Philosophy. The Reader’s Digest Association (
McInerney,
Peter K. Introduction to Philosophy. Harper Collins Publishers Inc:
Ogilvie,
R. M. The Romans and Their Gods. Hogarth Press:
Popkin,
Richard H. and Avrum Stroll. Philosophy Made Simple. Doubleday:
Wolff,
Robert Paul. About Philosophy. Prentice Hall:
Zeller,
Eduard. Outlines of the History of Greek Philosophy. Dover Publications
Inc:
Ancient
Lands. Microsoft
Corporation.
Mythology:
An Introduction to Greek and Roman Mythology. Thomas S. Klise Company, 1995.
Real
Romans Digital Time Traveller. English Heritage, TAG Publishing, 1999.
The
Road to Ancient
The
Road to
It is
recommended that teachers refer to their board’s protocols regarding the use of
Internet resources by students to determine in what way they should use the
following sites.
The URLs
for the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
American
Classical League – http://www.aclclassics.org/
Websites
for the Classics – http://www.centaursystems.com/sites.html
Electronic
Resources for Classicists – http://www.tlg.uci.edu/~tlg/index/resources.html
I: The
Ancient Gods
–
http://www.hol.gr/greece/ancgods.htm – An overview of the ancient gods
–
www.mythweb.com – This site is devoted to the heroes, gods, and monsters of
Greek mythology.
–
www.princeton.edu/~rhwebb/myth.html
A supplement to a course on Classical Mythology at
–
www.web.uvic.ca/grs/bowman/myth/
This site is designed to draw together the ancient texts and images available
on the Web concerning the major figures of Greek and Roman mythology.
–
www.lib.haifa.ac.il/www/art/mythology_westart.html
The object of this project – Mythmedia – is to form a collection of art images
relating to Classical mythology. This collection consists of scanned images
from various periods of Western art which depict the deities and heroes
mentioned in Homer.
II:
Ancient Greek Civilization
– http://www.best.com/~swanson/greece/eg_greece_menu1.html
Learn about Greek land and resources, culture, mythology, daily life,
mathematics, and more.
III: The
Ancient Greek World
–
http://www.museum.upenn.edu/Greek_World/Index.html
Visit the different time periods in Ancient Greek times or visit their daily
life (including men’s and women’s lives, schooling, housing, hunting, and
warfare), economy (including coins, trade, and manufacturing), and religion and
death (including heroes, banquets, and burials).
IV: The
Ancient Greeks
–
http://www.arwhead.com/Greeks/ – Culture, people, and history of ancient
–
www.perseus.tufts.edu/Texts/chunk_TOC.html – English translations of Greek
Literature online
V: The
Ancient Olympics
–
http://www.perseus.tufts.edu/Olympics/
What sports were at the ancient Olympics? Take a virtual tour and find out.
VI:
Cycladic-Minoan-Mycenaean Civilization
–
http://www.vacation.net.gr/p/history3.html
Learn more about the history and culture of these ancient Greek civilizations.
VII:
Greek Costume Through the Centuries
–
http://www.firstnethou.com/annam/costhist.html/
Costumes of Greece from Minoan Civilization, Ancient Greece, Roman times and
Byzantium, 16th–18th centuries
VIII:
Greek Mythology: A Look Back in Time
–
http://library.thinkquest.org/18650/data/lighthome.html
Information on the gods and heroes, constellations, family trees, voyages,
monsters, and more
–
http://www.hsa.brown.edu/~maicar/index.html – The Greek Mythology Link.
IX: The
Greeks: Crucible of Civilization
– http://www.pbs.org/empires/thegreeks/
Learn about famous people in ancient
X:
Illustrated Encyclopedia of Greek Mythology
–
http://www.cultures.com/greek_resources/greek_encyclopedia/greek_encyclopedia_home.html
Click on the letter of the topic in which you are interested and the site will
take you there.
XI: Map
of Homeric
–
http://homer.reed.edu/blueseahomermap.gif
A map of
XII:
Odyssey Online:
–
http://www.emory.edu/CARLOS/ODYSSEY/GREECE/homepg.html
Ancient Greek daily life, people, mythology, death and burial, and more
XIII:
Ships of the Ancient Greeks on the World Wide Web
–
http://www.webcom.com/shownet/medea/bulfinch/grkship.html
Images, articles and links to WWW sites
XIV: In
the Footsteps of Alexander the Great
–
http://www.pbs.org/mpt/alexander/
This PBS site explores this leader’s life and achievements. Click on the
Overview to review Alexander’s life.
XV:
Greek Art, Architecture, and Archaeology
–
www.geocities.com/Athens/Crete/9169/greek.html – Greek art and architecture.
–
www.sas.upenn.edu/~ekondrat/greece.html
Forum Antiquum: a site with links to sites about Greek art, archaeological
fieldwork, and museum collections
–
www.perseus.tufts.edu/art&arch.html
The Perseus Project’s site on Art and Archaeology, with useful links
–
www.wings.buffalo.edu/AandL/Maecenas/
Maecenas: Images of Ancient Greece and
XVI:
History and Geography
–
www.csun.edu/~hcfll004/histlink.html – Greek and Roman History links.
–
www.roman-britain.org/main.htm
Chronicles the history of the Roman invasion and the settlement of the island;
includes bibliographies, maps, and related references
–
www.beyond.fr/villages/marshistory.html – Greek and Roman periods of the
history of
XVII:
Philosophy and Religion
–
www.ancienthistory.about.com/cs/philosophers/index.htm
Links to sites about ancient philosophers
–
www.geocities.com/Athens/Delphi/7969/rel_phil.htm – Religion and Philosophy
links.
I: Roman
Houses
–
http://www.vroma.org/~bmcmanus/house.html – Plan of a Roman house with
clickable photos.
–
http://library.thinkquest.org/22866/English/Architecture/huizen.html
3-D drawings of a Roman domus
–
http://itsa.ucsf.edu/~erikred/brick/classic/acropolis.html
The Acropolis Project is a plan to collect designs for a Greco-Roman LEGO
theme.
–
http://www.tulane.edu/~spaeth/pompeii2/ComputerProject.html
A university-level project on Roman Houses that may be adapted for high school.
–
http://www.emayzine.com/exams/hist3a6.htm
Take a multiple-choice quiz in Roman History and have it marked online!
–
http://www.quia.com/dir/latin/
Latin activities including a quiz on the parts of the Roman House
–
http://www.btinternet.com/~mrfield/SchoolHist/quizzes/millionaireindex.html
Who wants to be an Historical Millionaire?
II:
Roman Daily Life
–
http://www.uvm.edu/~classics/life/index.html
Athletics, food, history, holidays, houses and baths, laws, maps, politics,
writing, women
–
http://members.aol.com/TeacherNet/AncientRome.html
A general site with links
–
http://www.britainexpress.com/History/Life_in_Roman_Britain.htm
– http://members.aol.com/Donnclass/Romelife.html
Ancient Rome Daily Life – suitable for younger students
–
http://www.iei.net/~tryan/coins.htm – Roman Coins of the Early Empire.
–
http://myron.sjsu.edu/romeweb/CUISINE/CUISINE.HTM
Roman Food – part of a larger site on
–
http://www.skidmore.edu/academics/classics/courses/hi202/dailylife.html
Includes information on Roman ball games
–
http://www.hunterian.gla.ac.uk/HuntMus/romans/ – Romans in
–
http://www.ablemedia.com/ctcweb/consortium/potterfeature.html
–
http://www.realm-of-shade.com/RomanaeAntiquae/
“An Informal Look at the Lives of Women in Ancient Rome”
–
http://www.legion-fourteen.com/ – “Legion XIIII: Ancient History Brought to
Life.”
–
http://www.brandeis.edu/news/ostrow.html – Roman Latrines
–
http://members.aol.com/donnandlee/RomeTest.html
A test on Ancient Rome you may save and modify
–
http://www.clubs.psu.edu/aegsa/rome/romec.html – The Roman Calendar
–
http://www.proteacher.com/090084.shtml
Lesson plans on a variety of topics for elementary school
–
http://www.best.com/~swanson/rome/eg_rome_menu1.html
Learn about the history of
–
http://www.cs.cmu.edu/~mjw/recipes/ethnic/historical/ant-rom-coll.html
–
http://museums.ncl.ac.uk/archive/arma/welc/begin.htm
Frequently asked questions and a virtual visual tour of Roman military
equipment
–
http://plato.acadiau.ca/courses/clas/provncal/Aspects/home.htm
Profiles of Ancient Roman people, places, historic sites, and more. “This
Website is the result of a class project aimed at introducing the study of
‘Classics’ to high school students.”
–
http://eawc.evansville.edu/chronology/extract.cgi?place=ro
Timeline of ancient
–
http://www.deadromans.com
–
http://www.geocities.com/~stilicho/rome.html
Take a virtual tour of
–
http://library.thinkquest.org/11402/
History and religion, daily life, biographies, and quizzes about the Roman
market place
–
http://www.novaroma.org/religio_romana/deities.html
Descriptions of Roman gods and goddesses with a
–
http://www.richmond.edu/~ed344/webquests/rome/frames.html
This site takes you on a webquest. Find out what the task is and what your role
will be!
–
http://www.dalton.org/groups/rome/RMAPS.html
Links to various maps related to the
–
http://www.emory.edu/CARLOS/ODYSSEY/ROME/homepg.html
Ancient Roman daily life, people, mythology, death and burial, and more
–
http://cyberfair.gsn.org/citrag/roma/eng_home.htm
Find out about the era of the republic, the era of the empire, Roman culture
(houses, clothes, food, games, and more), religion, history, legends,
monuments, economy and political system.
–
http://www.bbc.co.uk/education/romans/index.shtml
From the BBC education site, this page explains who the Romans were, what the
empire and the republic were, and presents the emperors, senators, Roman
leisure, education, and religion. Also includes maps.
– http://www.morgue.demon.co.uk/
An introduction to the fortresses, forts, watchtowers, temporary camps, depots
and industrial sites built by the Roman Empire in Britain and background
material on the Roman Army and the military history of the province.
–
http://www.dalton.org/groups/rome/index.html
Created by the Dalton School in New York City, this site explores Roman
politics, literature, philosophy, religion, drama, military and more.
–
www.csun.edu/~hcfll004/lit-link.html – Greek and Roman Literature links.
–
http://www.acs.ucalgary.ca/HIST/tutor/firsteuro/roman.html
Text provides the background of the Roman expansion from early Roman rule
through the late
–
http://artemis.austinc.edu/acad/cml/rcape/vcrc/
A virtual tour of Ancient Rome
–
http://www.ancientsites.com/xi/activity/tour/index.rage
III:
–
http://www.pompeiisites.org/database/pompei/pompei.nsf – The official site of
–
http://www.harcourtschool.com/activity/pompeii/
– http://www.theplumber.com/pom.html
–
http://www.amherst.edu/~classics/class36/usefulres.html
Useful resources for Cynthia Damon’s course at
–
http://www.britannica.com/bcom/eb/article/1/0,5716,62301+1,00.html
Encyclopaedia Britannica on
–
http://darkwing.uoregon.edu/~atlas/europe/images.html
Photos of various ancient sites including the earthquake bas-relief from
Caecilius’ house
–
http://nw1.newsweek.com/nw-srv/inetguide/iguide_4505345.html
Ratings of and links to Roman sites
–
http://www.tulane.edu/lester/text/Western.Architect/Pompeii/Pompeii.html
A selection of photos around
–
http://users.neta
A site from a high school in New Zealand with useful links – including revision
games and quizzes that are corrected online
–
http://harpy.u
IV: The
Forum
–
http://jefferson.village.virginia.edu/pompeii/
The
–
http://www.touritaly.org/pompeii/forum.html
A tour of
–
http://www.artsednet.getty.edu/ArtsEdNet/Exhibitions/Trajan/index.html
The Forum of Trajan in
V:
Slaves and Freedmen
–
http://bama.ua.edu/~dunla003/ – Slavery in Ancient Rome
VI:
Roman Beliefs about Life after Death
–
http://www.bowdoin.edu/dept/clas/arch304/lares/index.html – Domestic Religion
at
–
http://www.novaroma.org/religio_romana/afterlife.html – Roman Beliefs about the
Afterlife
–
http://library.thinkquest.org/3461/roman_g.htm – Roman Religion and its
connection to Astronomy
VII:
Gladiators
–
http://depthome.brooklyn.cuny.edu/classics/gladiatr/index.html – Roman Gladiatorial
Games
–
http://www.gladiator-thefilm.com/ – About the film
The
following three sites give factual background information about the material
represented in the film
– http://www.murphsplace.com/gladiator/main.html
– http://www.exovedate.com/the_real_gladiator.html
– http://www.imperiumarts.com/gladiator.htm – Text and good links.
–
http://www.vroma.org/~bmcmanus/arena.html – Gladiatorial games.
VIII:
Roman Baths
–
http://www.bowdoin.edu/dept/clas/arch304/baths/ – Public Baths of
–
http://www.romanbaths.co.uk/default.htm – The Baths in
–
http://www.artsednet.getty.edu/ArtsEdNet/Resources/Trajan/Lesson6/act3.html
A lesson on baths and the theatre
–
http://www.dl.ket.org/latin2/mores/baths/history/index.htm
Computer-generated pictures of each room
–
http://www.usask.ca/antharch/cnea/CourseNotes/baths.html
John Porter’s course on Roman Baths
IX: The
Destruction and Excavation of
– http://www.ibiscom.com/pompeii.htm – The
Destruction of
–
http://volcano.und.nodak.edu/vwdocs/volc_images/img_vesuvius.html
Text and photos of Vesuvius
–
http://www.brad.ac.uk/acad/archsci/field_proj/anampomp/excav99.htm
University of
–
http://urban.arch.virginia.edu/~km6e/tech_pres/pompeii/pompeii-home.html#eruption_notes
Technical notes on the eruption of 79 A.D.
–
http://vulcan.fis.uniroma3.it/vesuvio/79_eruption.html – The eruption of
X: Roman
Art, Architecture, and Archaeology
–
www.geocities.com/Athens/Crete/9169/roman.html – Roman art and architecture
–
www.perseus.tufts.edu/art&arch.html
The Perseus Project’s site on Art and Archaeology, with useful links.
–
www.wings.buffalo.edu/AandL/Maecenas/
Maecenas: Images of Ancient Greece and
–
www.acad.depauw.edu/romarch/index.html – Romarch: Roman art and archaeology
The
following chart offers teachers a scheme for organizing material a
|
Strands Õ Units ↓ |
Mythology |
Art, Architecture, Archaeology |
Literature |
History and Geography |
Philosophy and Religion |
|
Approximate
% of course content: |
|||||
|
|
20% |
25% |
25% |
15% |
15% |
|
Possible Topics for Inclusion |
|||||
|
1A: |
Theogony,
cosmogony (discuss similarities to other myths from around the world);
etiological myths |
|
Hesiod’s
Theogony |
Map of
Classical World; origins and migration patterns of the early Greeks. |
Aspects
of worship (sacrifice, prayer, construction of sanctuaries, characteristics
of deity) |
|
1B: |
Heroic
quests and labours, Theseus and the Minotaur, Heracles, Perseus, Jason,
Atalanta |
Minoan
palaces, city structure; the role of Arthur Evans |
Brief
discussion of Linear A and Linear B; the Argonautica |
Map of |
The
Snake Goddess, bull sacrifice, and other aspects of Minoan worship |
|
Strands Õ Units ↓ |
Mythology |
Art, Architecture, Archaeology |
Literature |
History and Geography |
Philosophy and Religion |
|
1C
and D: |
The
Trojan War Liturgical myths |
Mycenaean
palaces, Cyclopean walls, tholos tombs, shaft graves, Lion’s Gate, etc. The
site of |
Iphigenia
at Aulis, The
Iliad, The Odyssey (Homer), Trojan Women (consider gender
roles, social class, slavery) |
Map of
Mycenaean settlements in Greece, History of Minoan Culture, Map of Ionian
Greece, Troy, and the Eastern Mediterranean; The Iliad as history; The
Odyssey as geography |
Mycenaean
predecessors of Classical gods and goddesses. The role of the gods in the
story of the Trojan war; aspects of worship and sacrifice, concepts of
justice and heroism |
|
2A: |
Myths
of Orpheus, Demeter, and Dionysus (mystery religions) |
Archaic
sculpture, pottery, temple design (e.g., |
Homeric
Hymns (e.g., Hymn to Demeter), Lyric poetry, Simonides Solon, Sappho,
Alcaeus, Herodotus, the Ba |
Map of |
Pre-Socratic
philosophers (Thales, Heraclitus, etc.), mystery religions |
|
Strands Õ Units ↓ |
Mythology |
Art, Architecture, Archaeology |
Literature |
History and Geography |
Philosophy and Religion |
|
2B: |
Mythology
in Classical literature, |
Classical
sculpture, temple construction, friezes; comparison of ancient art to
Classically-inspired later art; Greek pottery; aspects of culture revealed by
archaeology |
Agamemnon, Oedipus Rex, Medea,
the Clouds, Lysistrata, Pindar’s Olympic Odes |
Classical
Greek history, rise of democracy, Persian Wars, Peloponnesian Wars, Olympic
Games |
Classical
philosophy – Socrates, Plato, Asclepius and Hippocrates |
|
2C: |
|
Archaeological
excavation of Philip’s tomb and of sites in |
Arrian’s
Campaigns of Alexander; Quintus Curtius’ Life of Alexander;
Theocritus’ Idylls |
Expansion
of the Alexander’s Empire, cultural contact, trade routes, etc. |
Aristotle
– tutor to Alexander; Epicurus; Hellenistic science, mathematics, medicine |
|
3A: |
Aeneas
and the founding of New Troy, |
Excavation
in |
Virgil,
Livy |
Early |
Adoption
of Venus Aesculapius and the creation of the insula Tiberina, augury,
sacrifices and other acts of worship, Sibylline books… |
|
Strands Õ Units ↓ |
Mythology |
Art, Architecture, Archaeology |
Literature |
History and Geography |
Philosophy and Religion |
|
3B: |
|
Forum |
Virgil,
Plautus and Terence, Catullus, Horace, |
The
foundation of the Republic, the Gra |
Lucretius,
Cicero |
|
3C: |
Mystery
religions |
Ara
Pacis, Domus
Aurea, Colosseum, Imperial Fora, Circus Maximus,
Pantheon, Prima Porta Augustus, Mausoleum of Hadrian, underwater
excavations in Alexandria, Pompeii, Herculaneum Roman technology |
Tacitus,
Pliny, Petronius, Seneca, Martial, Juvenal, Apuleius |
Julio-Claudian
and other Emperors; the expansion of the |
Imperial
cults and the Deification of Emperors; Mithraism, Judaism Christianity,
worship of Isis, Marcus Aurelius’ Meditations, Constantine the Great
(and his mother, St. Helena). Schism within the Church; the philosophies of
St. Augustine and Boethius |
Coded
Expectations, Classical Civilization, Grade 12, University Preparation, LVV4U
MYV.01 · demonstrate an understanding of
the characteristics and functions of myths;
MYV.02 · explain the impact of mythology
on the arts (e.g., literature, music, sculpture, painting) and the sciences
(e.g., psychology, astronomy);
MYV.03 · apply their knowledge of Latin
and/or ancient Greek in the study of mythology (e.g., in examining the names of
gods and heroes, and place names such as Hades, Tartarus, Elysium).
MY1.01 – describe some of the essential
aspects and characteristics of myths (e.g., myths originate in a culture’s oral
traditions; they reflect aspects of culture, especially religious beliefs);
MY1.02 – identify different types of myth
(e.g., heroic quests, creation myths) and explain their significance, orally
and in writing;
MY1.03 – trace English words used in the
study and discussion of mythology to their Latin and ancient Greek roots (e.g.,
myth comes from the Greek word mythos; etiological comes
from the Greek words aitia and logos);
MY1.04 – identify and demonstrate an
understanding of aspects of modern culture that show the influence of myths
(e.g., some of Freud’s theories) as well as some universal character traits and
personality types by applying their knowledge of classical mythology (e.g.,
explain Freud’s use of classical mythology);
MY1.05 – compare classical myths of
various types (e.g., creation myths, myths of heroic quests) with the myths of
other cultures;
MY1.06 – show an understanding of the
myths studied by expressing personal interpretations orally (e.g., in group
discussions, dramatizations, presentations, skits) and in writing (e.g., in
journals, plays, and essays);
MY1.07 – identify elements of classical
mythology in art (e.g., in paintings, mosaics, sculptures), literature, and
music.
AAV.01 · identify a variety of styles and
features in art and architecture, and define the terms used to describe and
study them;
AAV.02 · apply knowledge gained through
the study of archaeological findings in their exploration of daily life and
culture in classical times.
AA1.01 – identify correctly different
architectural features and explain their functions (e.g., the different orders
of columns; parts of classical houses and public buildings; different types of
arches and their uses);
AA1.02 – define architectural terms (e.g.,
pediment, stylobate, portico, column, peristyle) taken directly from
ancient Greek (e.g., stylobaton, peristylion) and Latin (e.g., porticus,
pedimentum, columna);
AA1.03 – demonstrate knowledge of some of
the ways in which classical architecture influenced later building styles and
engineering developments (e.g., identify examples of classical style in local
architecture);
AA1.04 – describe various pottery styles
(e.g., black figure, red figure, krater, kylix) and explain the uses of
the artifacts that exemplify them in projects and presentations involving the
use of slides or photographs;
AA1.05 – show an understanding of
different styles of sculpture (e.g., Orientalized, archaic, classical,
Hellenistic, Roman) in a variety of activities (e.g., slide/picture
identification, creation of replicas, presentations);
AA1.06 – explain aspects of life in
ancient times (e.g., the existence of a trade system involving other
civilizations; the level of wealth in the society; the social order; burial
customs; the level of literacy) by making inferences from artifacts and sites
discovered through archaeological exploration;
AA1.07 – apply their knowledge of
archaeological discoveries to classical literature (e.g., apply knowledge of
the findings at Troy to explore and understand the importance of the Iliad).
LTV.01 · demonstrate knowledge of a
variety of genres and themes in classical literature, as well as an
understanding of Latin and ancient Greek terms used in literature;
LTV.02 · identify the similarities between
the themes and genres of classical literature and those that appear in the
literature of later cultures;
LTV.03 · identify some of the ways in
which classical literature has influenced the literature (e.g., plays, poetry,
novels) and other art forms (e.g., sculpture, painting) of later cultures.
LT1.01 – explain literary terms taken
directly from ancient Greek and Latin (e.g., deus ex machina, dramatis
personae, exit, exeunt);
LT1.02 – read classical works and analyse
them with reference to plot, characterization, and stylistic devices (e.g., use
of metaphors, similes, allusions, personification, foreshadowing);
LT1.03 – trace the development of themes
in a play or other work of literature;
LT1.04 – explain the relationship between
the literary works studied and the cultural/historical context in which they
were produced (e.g., explain the connection between the Aeneid and Roman
propaganda in the first century);
LT1.05 – show a critical understanding and
appreciation of the works studied (e.g., write a book report; compare Roman
love poetry to Shakespearean sonnets; compare classical authors to each other);
LT1.06 – interpret later works of art
(e.g., Renaissance paintings on classical themes; operas based on classical
literary figures) by relating the works to classical literature;
LT1.07 – show an understanding of the
works studied by expressing personal responses in writing (e.g., write a
journal commenting on the changing role of women in ancient Greece or Rome;
write from the point of view of a character in a work studied; write newscasts
describing specific events in ancient times).
HGV.01 · apply knowledge of history and geography to
the materials studied in class;
HGV.02 · demonstrate an understanding of classical
history and geography;
HGV.03 · demonstrate an awareness of
cultures that were contemporary with those of ancient Greece and Rome;
HGV.04 · apply knowledge of classical
political and social institutions to an understanding of other societies.
HG1.01 – identify correctly the geographic
location of places in the classical world (e.g., locate places mentioned in
literature, mythology, and history);
HG1.02 – explain the impact of historical
developments on culture (e.g., the impact of the Persian Wars on the building
of the Parthenon) orally as well as in writing;
HG1.03 – show an understanding of the
relationship between the history, geography, and literature/mythology of
ancient Greece and Rome (e.g., trace Odysseus’ route home through the
Mediterranean; outline the connection between the Aeneid and the Punic
Wars);
HG1.04 – show the relationship between the
societies of ancient Greece and Rome and the societies of other ancient
civilizations (e.g., Egyptian, Hebrew, Chinese, Mayan, and Indian societies) in
a variety of projects;
HG1.05 – define the term classical
studies as it pertains to the world of the Greeks and Romans and other
ancient cultures;
HG1.06 – demonstrate the ability to
analyse ancient societies in terms of social organization and class structure
(e.g., gender roles, class divisions, slavery) and make comparisons with other
societies through the ages;
HG1.07 – demonstrate knowledge of the
influence of classical political, legal, and cultural institutions on later
societies (e.g., the widespread adoption of democracy,
HG1.08 – explain the origins, in ancient
Greek and Latin, of terms used in history, law, politics, and geography (e.g., democracy,
history, geography, modus operandi).
PRV.01 · demonstrate an understanding of
various philosophies and religions found in ancient
PRV.02 · explain ancient Greek and Latin
philosophical and religious terms;
PRV.03 · demonstrate an understanding of
the influence of the philosophies and religions of ancient
PR1.01 – identify key figures and theories
in the development of classical philosophies (e.g., Socrates, Plato, Aristotle,
Epictetus, Marcus Aurelius, Boethius, the theory of forms, Epicureanism,
Stoicism);
PR1.02 – demonstrate an understanding of
philosophical terms derived from ancient Greek and Latin (e.g., idea,
psyche, summum bonum);
PR1.03 – apply an understanding of
classical philosophy to classical history and literature (e.g., examine the
influence of Stoicism on Marcus Aurelius’ term as emperor; outline the role of
Platonic philosophy in the development of formal education; explain Aristotle’s
role as tutor of Alexander the Great) in a variety of activities (e.g.,
debates, discussions, presentations, creative projects);
PR1.04 – analyse the role of philosophy in
the development of scientific thought (e.g., examine the origins of the
Hippocratic oath, the development of Democritus’ theory of the atom,
Aristotle’s organization of the natural world) in a variety of activities
(e.g., research projects, seminars, creative projects);
PR1.05 – identify and describe the
different religions found in the ancient world (e.g., mystery religions,
Mithraism, Judaism, Christianity, the celebration of the Eleusinian mysteries,
state religion, the worship of Isis and other mythological deities);
PR1.06 – demonstrate an understanding of
Latin and ancient Greek religious terms (e.g., Pontifex Maximus, augur,
liturgia);
PR1.07 – compare religious beliefs and
myths in the ancient world (e.g., relate myths of creation to the Eleusinian
mysteries, the worship of Dionysus, and the worship of the Magna Mater);
PR1.08 – compare the religions and myths
of the classical world to those of other cultures;
PR1.09 – analyse the influence of religion on classical culture (e.g., emperor-worship; the amalgamation of deities from different cultures; the adoption of Christianity by the Roman Empire) in a variety of activities (e.g., discussions, research projects, and seminars).
Unit 3 | Course Profiles Main Menu