Specific Expectations (2016 Ontario Curriculum Grades 9 and 12 Classical Studies & International Languages, p.94-107)

C1.1 Chronology: identify key events and periods in classical history and locate them within a chronological framework

C1.2 Political and Socio-economic Structures: analyse and describe the political and socioeconomic structures associated with different periods and societies in the classical world, including the degree to which they exemplified concepts of social justice, equity, and diversity (e.g., define the concept of the “barbarian” in ancient 

C2.1 Topography and Settlement: identify key topographical features in the ancient Mediterranean world

C2.2 Human Responses to Geography: describe ways in which humans interacted with physical geography to shape the environment to their needs and aspirations in classical times

C3.1 Historical and Geographical Terminology: identify historical, political, legal, and geographical words, phrases, and terms in English derived from ancient Greek and Latin and use them correctly 

C4.1 Investigating Connections: describe ways in which ancient Greek and Roman actions, events, institutions, and processes influenced other ancient societies and later cultures 

Reflecting on Connections: describe ways in which knowledge of Greek and Roman history and geography relates to and enhances their understanding of political, social, and economic events and issues in other cultures, including in modern times

D1.1 Philosophical Theories: identify key philosophical figures and theories in the classical world, and describe various ways in which they influenced their societies 

D1.2 Scientific Inquiry: demonstrate an understanding of the nature and importance of scientific inquiry in the classical world

D2.1 Characteristics of Classical Religions: identify classical religions, religious practices, and religious institutions, and demonstrate an understanding of their significance for their adherents 

D2.2 Relationships among Religions of the Ancient World: analyse ways in which classical religions and other religions of the ancient world influenced one another

D3.1 Philosophical, Scientific, and Religious Terminology: identify philosophical, scientific, and religious words, phrases, and terms in English derived from ancient Greek and Latin and use them correctly

D4.2 Reflecting on Connections: describe ways in which their knowledge of classical philosophy, scientific inquiry, and religion relates to and enhances their understanding of developments in these and other fields, from classical times to the present 

E1.1 Archaeological History: describe important discoveries in the history of archaeological investigations of classical sites and their significance for our understanding of classical cultures 

E1.2 Archaeological Practices: describe past and contemporary practices used in archaeological investigations of classical sites

E1.3 Archaeological Issues: identify and explain practical and ethical issues arising from archaeological investigations of classical sites

E1.4 Art and Architecture: demonstrate knowledge and understanding of the periods, styles, and media of classical art and architecture

E2.1 Social Organization and Customs: use information about ancient Greek and Roman material culture to make inferences about the social organization and customs of classical cultures 

E2.2 Technology and Material Culture: use evidence from architectural structures and archaeological finds to make inferences about the technological capabilities of classical societies, including in fields such as engineering transportation, war, and agriculture 

E3.1 Material Culture Terminology: identify English words, phrases, and terms related to material culture that are derived from ancient Greek and Latin and use them correctly

E4.1 Investigating Connections: identify and describe aspects of classical material culture that influenced or that are reflected in other ancient societies and later cultures

E4.2 Reflecting on Connections: describe ways in which their knowledge of classical material culture relates to and enhances their understanding of other cultures and fields of human activity from classical times to the present

Week 2: 02.12 - 02.16 (4 days)

CLASSWORK:

1. Lecture: Greek Alphabet 

2. Lecture: Sparta in the Archaic Period 

3. Lecture: Bias & Sources

4. Introduce Annotated Bibliography Assignment

HOMEWORK:

1. Video: Bettany Hughes, The Minoans, Parts 1-3

2. Transliterate and translate the following Greek words...

Έλληνες Ἑλλάς ανήρ βασιλενς 

γυνή δημος αρετη ανθρωπος 

‘ιππος λιθος μηνιν ϕιλια 

ψυχη μενοσ 

REVIEW QUESTION:

1. Explain the reasons for the development of the polis.

ANNOTATED BIBLIOGRAPHY ASSIGNMENT: 

Instructions:

• An annotated bibliography is a series of sources (either books or journal articles) followed by a description of each publication.

• Select 1 classical scholar from the list below.

• Research and find 4 secondary sources (2 scholarly books and 2 scholarly journal articles) written by the scholar .

• Use the following databases to find articles…

Biography in Context

Google Scholar

Sage

Academic One

JSTOR

Advance Placement Source

History Reference Centre

Humanities Full Text

Infobase (log in with school credentials)

Toronto Public Library Books

Toronto Public Library Databases

• Use the Toronto Public Library general catalog and EHSS Library website to find books. 

https://www.torontopubliclibrary.ca/

https://ehsslibrary2.wordpress.com/hzt4u-mr-wittmann/ 

• No encyclopedias.

• Write an Annotated Works Cited List or Annotated Bibliography in the Chicago style.

• 2 pages, 1 title page, 1 page for the 4 articles and books.

• Refer to Annotated Bibliography Exemplars below.

• The information for each source includes: a citation and an annotation. 

• The citation is the bibliographic information, which allows a reader to identify and find each source used.

• The annotation is a brief (approximately 100 words) descriptive and evaluative paragraph about the source.

• Each entry has 2 parts…

A) Citation:

• Use these resources to create Chicago style.citations...

https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/general_format.html 

https://www.easybib.com/guides/citation-guides/citation-basics/annotated-bibliographies/ 

https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html 

B) Annotation (1 sentence for each of the following):

• The author’s scholarly background and educational qualifications.

• • • • A brief summary about specific information presented in the source.

      • The author’s point of view or thesis.

      • A comment on the objectivity/bias of the source.

      • A statement on the usefulness/relevance of the resource.

Article Example:

Johnstone, Mary. “John Locke and the Rise of Democracy.” American Journal of Philosophy, 54.6 (1992): 345-356.

Mary Johnstone is a professor of political philosophy at Harvard University who specializes in the development in political systems in the 18th century, and has published several books on European socio-political history and its connection to philosophical enlightenment and scientific discoveries of the age of reason.  In this paper, Johnstone argues that John Locke’s idealistic theories of knowledge were the direct result of the political shift from authoritarian absolute monarch and church structures, to democratic models and independent faith developments during the reformation.  Johnstone claims that Locke’s epistemological arguments were heavily influenced by, and even partly borrowed from, Jon Wagner’s political treatises on religious self determinism, and Rene’s political utopian theories.  This study demonstrates a bias toward economic determinism.  This source is very useful for research on economic influences on religious and political intellectual development.

Book Example:

Smith, Michael.  Locke: Epistemology, Ontology and Politics.  New York: Routledge, 1993.

Michael Smith is a professor of philosophy at Oxford University and a specialist in 17th and 18th century philosophers, who has published numerous articles regarding the historical relevance of the prevailing thought of that time.  In this work, Smith addresses Locke’s fundamental ideas concerning the direct translation of perception to knowledge.  He places each philosophical contemplation, within a historical context of political and social realities of the age.  Smith argues that Locke’s meditations were direct reaction of the political and social developments in 17th century France and America.  Smith seems to discount many of Locke’s epistemological arguments, with a bias towards social contract theory.  This source is particularly useful for research on the relationship between epistemological thought and social-political conditions of the 17th and 18th century.

List of Classical Scholars:

• Ranking of Ancient Historians and Classical Archaeologists According to Citation Score on Google Scholar.

• (name, citation score, years of scholarship).

Making Scheme:

A. TITLE PAGE, PRESENTATION, LAYOUT (communication)

• Submitted in appropriate time (0.5 per day late deduction)

• Title, name, date, course code & section, teacher’s name, image

• Layout well organized and designed as per the exemplar

• 2 pages, 1 title page and 1 for articles and/or books

Incomplete  0 Needs Improvement  5 Satisfactory  6 or 7 Good  8 or 9 Excellent  9.5 or 10

B. ARTICLE & BOOK CITATIONS (think/inquiry)

• Submitted to Google Classroom on time 

• Accurate writing style, grammar and spelling, clearly written in proper English

• 100 word minimum each

Incomplete  0 Needs Improvement  5 Satisfactory  6 or 7 Good  8 or 9 Excellent  9.5 or 10

C. ARTICLE & BOOK ANNOTATIONS (knowledge/understanding)

• Submitted in appropriate time (0.5 per day late deduction)

• 4 clear, concise, precise and appropriate statements

• Well organized and followed format

• 3rd person, formal language, grammar, style

Incomplete  0 Needs Improvement  5 Satisfactory  6 or 7 Good  8 or 9 Excellent  9.5 or 10

D. APPROPRIATENESS OF  ARTICLE & BOOK (application)

• Submitted in appropriate time (0.5 per day late deduction)

• Appropriateness

• 4 Articles/Books: Are the articles useful for this assignment 

Incomplete  0 Needs Improvement  5 Satisfactory  6 or 7 Good  8 or 9 Excellent  9.5 or 10

Week 4: 02.26 - 03.01

CLASSWORK:

1. Lecture: Rise of Athens 

2. Lecture: Peloponnesian War

3. Lecture: Rise Thebes & Macedonia

HOMEWORK:

1. Video: Genius of the Ancient World: Socrates 

2. Podcast: Thucydides Part 1 & 2

REVIEW QUESTION:

1. Explain how the roles of women differ in Athens and Sparta.

Week 6: 03.18 - 03.22

CLASSWORK:

1. Test Preparation

2.  UNIT 1 TEST

UNIT 1 TEST OUTLINE:

• Brightspace online quiz

• Available from the beginning of class to the end of class

• 1 attempt for each question, so be careful

1st Day: Part A.  Identify the 12 cities and 8 regions on the Map of Greece from the Charts & Maps page (K/U)

Part B. Translate the following Greek words into English (A)...

Έλληνες Ἑλλάς ανήρ βασιλενς 

γυνή δημος αρετη ανθρωπος 

‘ιππος λιθος μηνιν ϕιλια 

ψυχη μενοσ 

2nd Day: Part C.  Answer the provided Unit 1 review questions in 200-400 words (C)...

Part D.  Answer the provided Unit 1 review questions in 200-400 words (T/I)...