Course Profile Classical Civilization (LVV4U), Grade 12,
University Preparation, Public
Unit
3:
Activity
1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7
Unit
Description
In the
past, Classical Civilization courses 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 Rome
The
significant role of the Etruscans in the development of the early history of
B: Republican Rome
C: The Roman Empire
Unit Synopsis Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
|
1 |
Excavations
in |
AAV.01;
AAV.02; HGV.01; HGV.02; PRV.01; PRV.02 |
Knowledge/
Understanding |
Research
Project, 3-D Model Project, Oral Presentation, Test |
|
2 |
“Are We
There Yet?” Creating a Map of Odysseus’ and Aeneas’ Voyage |
MYV.01;
MYV.02; MYV.03; AAV.01; AAV.02; LTV.01; HGV.01; HGV.02; HGV.03 |
Knowledge/
Understanding |
Topographical
Map, Test |
|
3 |
“And That’s the Way It |
MYV.01; AAV.01; AAV.02; LTV.01; HGV.01;
HGV.02; PRV.01; PRV.02. |
Knowledge/ Understanding |
Oral Presentation, Newspaper Activity, Test |
|
4 |
“Tragedy
Tomorrow, Comedy Tonight” – Roman Entertainments |
LTV.01;
HGV.01; HGV.02. |
Knowledge/
Understanding |
Reading
and Analysis of an Ancient Play, Dramatization, Written Summary, Test |
|
5 |
“A Mile
in Their Sandals” - Writing Role |
MYV.01;
AAV.01; AAV.02; LTV.01; HGV.01; HGV.02; PRV.01; PRV.02. |
Knowledge/
Understanding |
Research
Paper, Presentation, Creative Writing, Test |
|
6 |
Interview
With Emperor |
AAV.01;
AAV.02; LTV.01; HGV.01; HGV.02; PRV.01; PRV.02 |
Knowledge/
Understanding |
Oral
Presentation, Written Formal Research Paper, Test |
|
7 |
“Rome
Is Where the Heart Is” – The Archaeology of Rome |
MYV.01;
MYV.02; AAV.01; AAV.02; HGV.01; HGV.02 |
Knowledge/
Understanding |
Research
Report, 3-D Model, Oral Presentation, Test |
Prior Knowledge &
Skills
No prior
knowledge of the specific subject material of this unit is assumed. The
prerequisite is Grade 10 Academic or Applied English but some students may also
have completed from one to three years of a Classical Language course and Grade
11 English. Students must understand the requirements of preparing and writing
research papers as well as oral presentation techniques. They are assumed to
know how to take notes from lectures and be able to read a variety of materials
and make appropriate notes, and work both independently and in groups. This
unit strives to reinforce and practise these skills. Teachers must be prepared
to review and possibly teach these skills when it is apparent that their
students lack sufficient background.
Planning Notes
Teachers must gather a series of
slides, pictures, overheads, maps, in addition to anthologies of original
Classical authors, and other ancillaries which will help them teach the various
components of the unit on the Romans. They may wish to create worksheets and
question sheets for any literary works studied in addition to rubrics for the
various assessments.
Teachers
are not expected to teach every activity in this unit. Rather, they should
carefully choose the ones that satisfy their students’ needs and interests. The
unit is 40 hours in length; teachers should select three to four activities
that will fill this time allotment. They should follow the specific
expectations as these will guide them as to the content and will help them
develop their lectures, lessons, and related activities. Also, teachers should
ensure that they include as much etymology of appropriate terminology as
possible. Finally, it is recommended that teachers choose Activity 1,
Excavations in Etruria, as a starting point for the unit.
Acc ommodations
See the
comprehensive list of a
Resources
An
extensive list of resources, listed by strand, is provided in the Course
Overview.
Activity
1: Excavations in Etruria
Description
This
activity is intended to be done at the end of the unit on Etruscans. Students
are asked to consider the Etruscan origins of Roman culture taught in class and
express what they have learned in a creative/ artistic way. This activity
brings the Etruscan culture to life for students by having them recreate significant
archaeological remains in their own classroom.
Specific
Expectations
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);
AA1.05 -
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 society; the social
order; burial customs; the level of literacy) by making inferences from
artifacts and sites discovered through archaeological excavation;
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);
HG1.06 -
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; Canada’s legal system);
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, auger, liturgia);
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);
Prior
Knowledge & Skills
Students
are able to conduct research and give a formal presentation.
Planning
Notes
Teachers
should consider the various options below and gather, or direct students to
gather, a variety of art materials for this activity (e.g., air-dry clay, stir
sticks, spoons, pencils, markers, paint and paint brushes, butcher paper or
canvas, etc.).
Teachers
prepare clear (perhaps written) instructions and the rubric which will be used.
Teachers
may wish to seek assistance from their schools’ art or computer teachers.
They
collect a variety of pictures of Etruscan tomb paintings which can be made into
overheads, slides, or electronic presentations.
This
activity is best done as an in-class group learning activity, or as a marked
group project.
Teachers
arrange library time for students to research their projects.
Teaching/Learning
Strategies
·
Teachers
introduce students to the Etruscans and show their importance to early Rome’s
development in terms of its art, and political and religious innovations. The
Etruscans had an enduring impact on the development of Rome and its
institutions. Teachers should focus on the geography of Etruria and its
progression from the Villanovan culture of the Iron Age, including its trade
conducted with the Greeks of Magna Graecia. Teachers should provide a map of
Italy, detailing Etruscan sites. They should also address the question: where did
the Etruscans come from? Teachers must emphasize that, since the Etruscan
language cannot be translated, scholars can only rely on archaeological
evidence for information. Teachers should also note the wide range of scholars’
theories about the origins of the Etruscans.
·
Teachers
discuss the importance of archaeological remains and artifacts as methods of
determining important information about the Etruscans, such as social class,
gender roles, family structure, and religious attitudes (particularly life after
death). Teachers show slides, overheads, or pictures from books of various
tombs highlighting decoration and the attendant messages. In addition, teachers
show pictures of sarcophagi, and funerary artifacts, such as personal items,
mirrors, jewellery, etc.
·
Students
may choose topics, or teachers may wish to assign them as appropriate to the
classroom situation. Depending on which option teachers choose, they may wish
to divide students into groups and organize each group’s (or individual’s)
contribution to the creation of the artifacts listed above. Some projects may
best suit an individual performance; teachers may wish to organize projects a
·
To
recreate an Etruscan sarcophagus (the majority of these were actually small ossuaries)
students will need a
·
To
recreate an Etruscan tomb painting, students make an overhead copy of paintings
they wish to replicate, and project them onto large butcher paper or drop
sheets taped to the wall. Students can then trace the outlines of the figures
along the projected lines. When the outlines have been made, students can then
paint the figures with the appropriate colours and add detail as they require.
There should be one painting on each wall to represent a
·
When
each recreation has been finished, teachers and students arrange the room so
that it takes on the approximate look of an Etruscan tomb. At this time,
students deliver a brief oral report on their project.
·
To
allow students to experience the artistic ambiance of Etruscan archaeological
remains, teachers could re-enact an Etruscan funerary banquet, arranging for
the projects to be finished, and the students to bring in a variety of foods
and appropriate beverages (e.g., ova diabola, mala, olivae
et vinum falsum, etc.) similar to those which the Etruscans may
have consumed. Teachers are cautioned to review the rules of safety for a
re-enactment and they must ensure that all food allergies have been recognized.
(Teachers may refer the Course Profile for Classical Languages, Level 1 for an
outline of a banquet simulation.)
Assessment &
Evaluation of Student Achievement
·
Formative:
Teachers observe students as they work independently or in groups to remediate
problems and ensure su
·
Summative: Teachers
evaluate the project (painting, 3-D model, etc.) and the oral presentation a
·
Students
respond to test and exam questions on the material learned.
Activity
2: “Are We There Yet?” – Creating a Map
of Odysseus’
and
Aeneas’ Voyage
Description
The
purpose of this activity is to consolidate the geography of the Mediterranean
by locating important archaeological sites and to link these to the literature
of the Odyssey and Aeneid by comparing the routes of Odysseus and
Aeneas. In addition, the activity reinforces the understanding of the cultural
diversity of the Mediterranean world, e.g., that ancient peoples settled in a
variety of locations and frequently mixed with others, causing elements of their
cultures to be widespread.
Specific
Expectations
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;
MY1.06 -
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;
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);
LT1.04 -
explain the relationship between 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);
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).
Prior Knowledge &
Skills
Students
are assumed to have acquired an understanding of the geography of the
Mediterranean, as well as the ability to use an atlas and read a map. In
addition, this activity presumes that the students have studied The Odyssey
in the previous Greek unit and have already completed basic geographical
surveys of the archaeological sites.
Planning Notes
Teachers
acquire transparencies of the Mediterranean world (see Richard J. A. Talbert Atlas
of Classical History in the Resource list), as well as have a
Teaching/Learning
Strategies
·
Teachers
review the geography of the Mediterranean world in the previous Greek unit.
·
Teachers
review the journey of Odysseus with the class, brainstorming with the students
the possible locations he visited during his ordeals. Students mark their maps
with indications of these sites. (This part of the activity could be done in
advance, when The Odyssey [or selections thereof] is originally
studied.)
·
Teachers
introduce the Aeneid to the class. The focus of this activity is not the
intensive study of the Aeneid but rather a survey of it from a
geographical and historical perspective. This activity is intended to a
·
Teachers
provide students with the assignment outline and rubric and divide the students
into groups. Students conduct research into the archaeological sites and
topography of the Mediterranean. (Teachers direct students to try and deduce
where mythological places may have been, such as the island of Circe, the
Sirens, the location of Scylla and Charybdis.) They then create a topographical
map of the Mediterranean world, representing each major site of the epic, and
those encountered by Odysseus and Aeneas. Students distinguish between
Odysseus’ journey and Aeneas’ journey by using different colours of lines, and
different symbols, to represent the journey of each hero on the map.
Assessment &
Evaluation of Student Achievement
·
Diagnostic: Teachers review Odysseus’ journey,
and in this way assess students’ recollection of Mediterranean geography.
·
Formative: Teachers observe students as they label their
maps to ensure that they are not having difficulty locating sites.
Teachers conference with students as they conduct research into the
archaeological sites.
Teachers guide students in their reading of the Aeneid and clarify any
difficulties the students encounter by correcting answers to their questions,
or by engaging in class discussion.
·
Summative: Students
create a topographical map of the Mediterranean featuring archaeological sites
as well as those visited by Odysseus and Aeneas with representations of the
perils they encountered.
·
Students
respond to test or exam questions where they must label maps of the
Mediterranean world with appropriate Classical sites.
Activity 3: “And That’s the Way It 
… Was” – Newscasts From the Past
Description
The
purpose of this activity is to allow students to research independently and
present elements of the early history and associated mythology of Rome in a
unique way. In this small group activity, students are asked to create a
newscast based upon various aspects of the course content.
Specific
Expectations
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);
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);
AA1.06 -
explain aspects of life in ancient times (e.g., the existence of a trade system
involving other civilizations; the level of wealth in society; the social
order; burial customs; the level of literacy) by making inferences from
artifacts and sites discovered through archaeological exploration;
LT1.04 -
explain the relationship between 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 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);
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);
HG1.06 -
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;
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).
Prior Knowledge &
Skills
Students
are assumed to understand the structure of a news report or of a newspaper as
presented in the Grades 9 and 10 English program.
Planning Notes
Teachers
create an assignment outline and marking criteria for this activity (see
Appendices 1 and 2). They may find it helpful to consult the media arts,
technology, or computer teacher(s) for assistance in planning, supporting
students, and marking this assignment. This assignment could also be done as a
newspaper, in which case teachers may wish to gather newspaper resources. This
activity could be done at the end of any topic, unit, or as part of the
culminating activity at the end of the course.
Teaching/Learning
Strategies
·
Teachers
review the historical and archaeological sites on the maps with their students.
They introduce elements of early Roman history, the influence of the Etruscans,
the expulsion of the kings, and the archaeological evidence of the Forum
Romanum. This sets a context for the assignment because the intention is
for the students to take the initiative to teach their peers about the early
history of Rome in a way which is different from a seminar or basic oral
presentation.
·
Teachers
provide students with the assignment outline and marking rubric for this
activity. The assignment outline should offer students a number of choices so
that presentations are varied and include information about early Rome, i.e.,
each group should have a different historical or mythological event upon which
to report. Topics include: Dido and Aeneas, the founding of Rome, the abduction
of the Sabine women, the early kings of Rome, the building of the Forum
Romanum or the Cloaca Maxima, innovation in religious practices (the
Sibylline oracles, augury, the introduction of the Magna Mater, temple
construction, etc.). These topics should reflect the various strands and
expectations noted above.
·
Teachers
coordinate the division of students into groups and the assignment of events to
dramatize in their newscasts.
·
Students
carry out research into the historical/mythological event which their group is
presenting using the various roles of a news report as a guide, e.g., the
anchor person, political commentator, investigative reporter, sports reporter,
weather reporter, etc.
·
Students
then decide who will take on which role, costuming, props, questions for the
interviews, etc. They arrange the research into the appropriate sections for
the newscast, and then practise prior to the taping or presentation of their
reports.
·
Alternatively
(at the discretion of the teacher), students could submit this assignment in
written newspaper form.
·
This
activity could be easily adaptable to any time period in Roman history and
could be particularly effective during the latter part of the first century A.
D., e.g., when referring to the great fire of Rome, the eruption of Mount
Vesuvius, the fall of Masada, emperor worship in the east, the rise of
Christianity, etc.
Assessment &
Evaluation of Student Achievement
·
Formative: Teachers
coordinate the groups and assignment of events for presentation, and then
circulate during in-class work sessions to ensure that problems are remediated.
·
Summative: Students
perform the newscast (live or on videotape/computer), or submit the written
newspaper. Students are assessed individually for their contributions.
·
Students
write test and exam responses in which they demonstrate their understanding of
the material.
Activity 4: “Tragedy Tomorrow, Comedy Tonight”
– Roman Entertainments
Description
In this
activity, students make a dramatic presentation based on a Roman play which is
studied during the literature portion of this section of the course.
Specific
Expectations
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 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 critical understanding and appreciation of the works studied (e.g., write
a book report; compare Roman love poetry to Shakespearean love sonnets; compare
Classical authors to each other);
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);
HG1.01 -
identify correctly the geographic location of places in the Classical world
(e.g., locate places mentioned in literature, mythology, and history);
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);
HG1.06 -
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.
Prior Knowledge &
Skills
Students
are assumed to understand the basic requirements of a dramatic presentation.
Planning Notes
Teachers should gather sufficient
copies of a variety of Roman comedies by Plautus or Terence. They may also wish
to arrange for time in the auditorium or for use of the Drama room. This
activity could be enacted live in class or through a videotape/ computer
presentation.
Teaching/Learning Strategies
·
If
students have studied a Greek tragedy in the previous Greek sections of the
course, the teacher could lead students in a discussion of the differences
between Greek tragedy and Roman tragedy.
·
Teachers
should also mention the development of comedy from the satyr play which a
·
Teachers
present lectures about Roman entertainments, including the history of the
gladiatorial combats (adapted from Etruscan funerary rites*), chariot races,
theatre and drama (pantomime and mime), recitationes, street performers,
etc. It is important that teachers address the social classes to which these
entertainments most appealed. Also, teachers should focus on the Etruscan and
Greek influences on all Roman spectacles and note that, as the Romans expanded
beyond Rome in their commercial and militaristic exploits, these entertainments
evolved and became more popular.
* “Gladiators emerged among the Etruscans as a
form of the traditional blood sacrifice held at funerals, when teams of
warriors duelled to the death. When the early Romans fell under the domination
of ETRURIA, many prisoners of war were offered up in this manner, a ceremony
repeated in 358 B.C., when 307 captives were sacrificed in the Tarquin Forum.
Inevitably, the Romans a
·
Alternatively,
teachers could assign these topics to groups of students to present as
seminars.
·
Teachers
provide basic historical and literary information about Rome’s greatest
playwrights, Plautus and Terence, including the historical background of the
play(s) to be studied. At this time, teachers introduce performance standards
in Roman times and the design of Roman theatres. Teachers discuss literary
topics appropriate to the chosen play such as characterization, setting,
hyperbole, incongruity, etc. Teachers can draw on the students’ knowledge from
their English courses on these topics.
·
Teachers
provide students with a clear outline of the assignment requirements and the
marking rubric, and then coordinate the division of the class into groups who
draw from a hat the selection of the play to present. Alternatively, teachers
may choose a series of plays for students to read in groups, rather than
studying one play intensively. Student ability, interest, and time constraints
will be the determining factors critical in this choice. (It is suggested that
teachers arrange for each group of students to read one play from among: the Menaechmi,
Pseudolus, Mostellaria, Miles Gloriosus, or Phormio.
Other selections are certainly a
·
Students
read the play selected by their group and create a formal, written summary of
it which is then distributed to the class a
·
Students
prepare and present a favourite scene, complete with appropriate costumes and
props. Alternatively, students make a videotape or computer presentation of
this scene.
Assessment &
Evaluation of Student Achievement
·
Formative: Teachers
monitor group dynamics and activity, and set up group conferences to discuss
any difficulties students are experiencing with reading and interpreting their
play or portion thereof. Students dramatize a scene from the Roman play.
·
Summative: Students
create a written summary of the play which they have read.
·
Students
respond to test and exam questions based on Roman entertainments and
particularly plays (especially those involved in this activity).
Activity 5: “A Mile in Their
Sandals” – Writing in Role
Description
This is a
creative writing activity which requires students to write as if they are
specific individuals in Roman history or literature. This could be used as part
of the final summative assessment.
Specific
Expectations
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);
LT1.03 -
trace the development of themes in a play or other work of literature;
LT1.04 -
explain the relationship between 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 critical understanding and appreciation of the works studied (e.g., write
a book report; compare Roman love poetry to Shakespearean love sonnets; compare
Classical authors to each other);
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);
HG1.01 -
identify correctly the geographic location of places in the Classical world
(e.g., locate places mentioned in literature, mythology, and history);
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);
HG1.06 -
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;
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 Classical 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);
PR1.09 -
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).
Prior Knowledge &
Skills
Students
have writing skills for essays, reports and letter writing from Grade 10
English.
Planning Notes
Teachers
create an assignment outline and a rubric (see Appendix 3.3.2) to inform
students as they work on their final product.
Teaching/Learning
Strategies
·
This
activity should be done toward the end of the unit when students have been
introduced to a variety of historical and literary figures from Imperial Rome
upon whom they can base this work with familiarity and ease. Teachers discuss
the difference between the Republic and the Empire, and the impact of
Octavian’s victory over Antony and Cleopatra in 31 B.C.E. In addition, they
should look at the changes in the Imperial government system (e.g., the shift
in focus from senatorial control to that of the princeps and familia
Augusta), the prominence of women such as Livia and Agrippina the Younger
under the Empire, the prominence of the Julio-Claudians and Flavians using
Tacitus’ Annales and Suetonius’ Lives of the Caesars as sources
of information. Teachers should also introduce students to ancient
historiography and the influence of propaganda on the work of the ancient
historians.
·
Teachers
should guide students using such questions as: Where did ancient people get
their information? How a
·
Teachers
may wish to model this activity by taking on the role of a character, e.g., the
teacher enters the class as the Emperor Claudius, or Agrippina the Younger, so
that students can consider the possible steps for planning. Teachers and
students work through the process together. Students can suggest alternate
means by which to approach this assignment, e.g., characters, historic figures,
sources of information – first person a
·
Students
choose a particular historical or literary figure, and conduct research about
him or her in order to inform their work.
·
Students
create a written piece demonstrating their appreciation of the importance and
unique characteristics of the individual chosen. They can write a series of
letters or poems, or a play, or memoirs for this assignment.
·
Alternatively,
students can be asked to make a presentation to the class in the role of the
person chosen based on their research. Students should dress in appropriate
costume and could memorize the piece for maximum effect.
·
This
activity could easily be adapted to the early history of Rome (including the
Etruscans).
Assessment &
Evaluation of Student Achievement
Formative: Teachers
monitor student progress as they carry out their research.
Summative: Students
write in the role of the individual chosen.
·
Students
make a presentation in the role of the individual chosen.
·
Students
respond to test or exam questions requiring them to incorporate the material
presented by their classmates.
Activity
6: Interview With an Emperor
Description
Students
create a mock documentary in which they interview a significant Roman Emperor
about aspects of Roman history, culture, religion, etc.
Specific
Expectations
AA1.05 -
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;
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);
LT1.07 -
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);
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;
HG1.06 -
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;
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);
PR1.09 -
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).
Planning Notes
Teachers
provide students with a written outline of the expectations for this activity.
Teachers may wish to coordinate this activity with the help of the computer,
graphic arts, and/or media teachers, where such arrangements are possible, in
order to provide support to students. This activity could also be done as an
in-class performance.
Teaching/Learning
Strategies
·
This
activity must be done after teachers have presented students with lessons about
the political, historical, literary, and artistic aspects of the Republic and
the Empire so that they have a clear understanding of the wide variety of
characters who were important in these eras of Roman history. It may also be
helpful for students to have some familiarity with Roman historians so that they
can consult these primary sources to inform this activity. Once again, teachers
may give lectures or review the content of lectures previously delivered on the
nature of ancient historiography, the impact of propaganda, biographies of
ancient historians such as Tacitus, Suetonius, Cassius Dio, Plutarch, etc.
·
Teachers
provide students with a list of influential historical figures (e.g., Sulla,
Julius Caesar, Cicero, Augustus, Livia, Lesbia, Agrippina) an assignment
outline, and rubric to inform them of the expectations and the way in which
they will be evaluated. Students could choose topics from a hat in order to
ensure a fair distribution, and to ensure that no historical figure is
presented twice.
·
Students
(at least in pairs, but groups of four or five are preferable) select an
Emperor or another significant individual in whom they are interested and
devise an interview program in which they explore aspects of his or her life
and experiences, incorporating interviews with other significant people in his or
her past, e.g., wife or husband, children, friends, enemies, plebians, slaves,
etc. This requires students to research beyond their assigned/chosen historical
figure.
·
Using
a number of primary and secondary sources, the groups research and write a
biography in the form of a research paper on the individual studied. This
biography should include reference to the individual’s contributions to Roman
society and culture. Alternatively, students could write an essay supporting a
thesis based on an argument which emerges from their research, e.g., “Nero is
not a villain.” Teachers assign this paper to be completed individually.
Assessment &
Evaluation of Student Achievement
·
Formative: Teachers
observe students as they work on their research, intervening to suggest sources
of information or to help interpret primary sources.
Teachers also observe students as they prepare their documentaries so that they
can assist with problems, ideas, suggestions, etc.
In addition, teachers conference with students to help them create appropriate
questions used in documentary interviews.
·
Summative:
Each student prepares a written report based on a significant individual in
Roman history or performs the interview on tape or live.
·
Students
respond to test and exam questions on the material learned.
Activity
7: “Rome Rome
Description
In this
activity, students are required to explore the structures in and around the Forum
Romanum, write a report based upon their research, and create a 3-D model
of one of the monuments they encounter.
Specific
Expectations
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);
AA1.06 -
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 archaelogical exploration;
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.
Planning Notes
Teachers
create an activity sheet and rubric which will be provided to students to
inform them of the requirements for this activity. Teachers arrange time in the
library for their students to do research. Teachers obtain pictures, slides or
electronic presentations for the history of the Roman Forum and the urban
planning of Rome.
Teaching/Learning
Strategies
·
Teachers
lecture students on the history of the Roman Forum – how it developed out of a
swamp used for burials and sheep-grazing, to a crucially-important social,
religious, and political district not only for the city of Rome, but for the
whole empire. Teachers should discuss the building of the Cloaca Maxima,
the transformation of the Regia from the house of the king to the seat of
the Pontifical College, the differences between the structure of the Temple of
Vesta and other temples found within the Forum, etc. Teachers should also
discuss the urban planning of Rome – why the Colosseum and Circus Maximus were
located near the Forum, for example.
·
Teachers
could consult Vitruvius to supplement their lectures and should note the
importance of the use of cement, as well as the development of the arch and
columns in the evolution of Roman architecture. They should address such
questions as: Why did the Romans build these monuments? What do these buildings
provide for the modern world in terms of architectural or engineering
information? What political or religious agenda are served by these buildings?
Teachers should also provide lectures on major religious changes such as the
introduction of the worship of Isis and Mithras, and Christianity, and note the
influences of religion on monumental building and government policy.
·
Teachers
provide students with the assignment outline and rubric for this activity as
well as class time to a
·
Students
carry out research on the building they have chosen and write a report
conforming to the instructions provided.
·
Students
recreate a scale model of the building using materials appropriate to the task.
(Teachers should provide information about the required dimensions of the model
appropriate to their specific situations.)
·
Teachers
and students arrange the finished models around the classroom in the
approximate orientation found in the Forum Romanum in order to provide
students with a real sense of what the arrangement and relative positions were.
Students present a formal oral report about the model they have created.
·
Alternatively,
teachers may assign this project to be done on an individual basis and expand
it beyond the Forum to include the Insula Tiberina, Ara Pacis,
Mausolea of Augustus or Hadrian, Trajan’s Column, etc.
Assessment &
Evaluation of Student Achievement
·
Formative: Teachers
work with students to ensure that their research is progressing, the group
dynamic is appropriate, and the models are being created out of appropriate
materials.
·
Students
create a scale model of the building selected reflecting the information
gathered.
·
Summative: Students
write a report based on their research on the building selected.
·
Students
present an oral report.
·
Students
write responses to test and exam questions based on the information presented
in class.
Appendix 3.3.1
“And That’s the Way It 
… Was” Assignment Outline
You are
asked to create a news presentation as if it were happening at a specific time
in the ancient world (appropriate to the topic chosen) and base it on the
information studied in class as well as on your own research. Divide your news
show so that several roles are represented; such as:
q lead
anchor
q on-the-spot
news reporter (at least one)
You
must also include a selection of the following, depending on the number of
members in your group:
q weather
reporter
q sports
reporter
q human
interest reporter
q political
commentator
q entertainment
reporter
q consumer
advocate
q business
reporter
q advertisements
q investigative
reporter
Approximate
Length: 10 minutes (minimum) – 25 minutes (maximum) depending on the size of
your group. (You should plan for each person to fill approximately 3 – 4
minutes with his or her report. If your presentation is too short your
evaluation will reflect it, so be careful!)
Topic
Choices:
(Remember
that there can be only one group per topic)
v the
murder of Remus by Romulus
v the
ousting of Tarquinius Superbus
v the
reforms of the Gra
v Caesar
conquers Gaul
v Caesar
crosses the Rubicon
v the
murder of Caesar
v Octavius
wins at Actium
3 Each
member of the group is responsible for writing the script for his or her
segment.
3 You
should each be ready to present in character on the date agreed upon, which
means that you must prepare costumes and props as well.
3 You
will be given some class time to meet with your group and prepare/practise. Use
this time most effectively!
3 Try
to make your segment entertaining as well as informative and ensure that it
reflects a
3 Each
member of the group will be marked for his or her contribution to the newscast
individually; therefore, make sure you put forth your best efforts.
Presentation
Date: ________________________________________________
Appendix 3.5.1
“A Mile in Their Sandals”
- Writing in Role
You are
asked to create a piece of writing in which you try to experience life from the
perspective of someone else in the ancient world (either a literary or
historical figure). Pay careful attention to the outline below as you prepare
your submission. Select your subject with care.
Possible
Subjects:
q Romulus,
Remus, Rhea Silvia, Numitor, Amulius, Mars, Faustulus, A
q Tarquinius
Superbus
q an
Etruscan citizen, priest, king
q Dido,
Aeneas, Anna, Venus, Juno, Anchises, Ascanius, Lavinia,Turnus, Hannibal
q Tiberius
Gra
q Gaius
Marius, Sulla, Crassus, Pompey
q Julius
Caesar, Cornelia, Pompeia, Calpurnia
q Cleopatra,
Ptolemy Auletes, Caesarion, Cleopatra Selene, Alexander Helios, Ptolemy
Philadelphos
q Marc
Antony, Fulvia, Octavia
q Octavius/Augustus,
Scribonia, Livia, Tiberius, Drusus, Julia, Agrippa
q Caligula,
Claudius, Agrippina, Nero
q Vespasian,
Domitian, Titus, Constantine, Caracalla, Elegabulus
q Livy,
Apuleius, Terence, Plautus, Propertius, Martial,
q another
character or individual of your choice, provided you check with the teacher
before beginning
Choose
your subject, consider what life would have been like from their perspective,
and incorporate into this writing assignment aspects of Roman daily life and
history which would be appropriate. Be sure to address:
v significant
events in the person’s life (in literature or history)
v aspects
of Roman daily life, culture, history appropriate to the person chosen
v specific
concerns related to gender and class as appropriate
Length: 750 words (minimum) – 1000 words
(maximum)
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