Download Calendar 2017 3 - Classical Studies at Rangitoto College

Name:
Teacher Code: GTV / KRP / MCG
LEVEL 2
CLASSICAL STUDIES
An Introduction
Table of Contents
What is Classical Studies?
1
12 Classical Studies Assessment Specifications
2
Calendar 2017
3
Understanding Dates
4
Timeline of the Greek and Roman Worlds
5
Gods and Goddesses
6
Comparison between the Greeks and Romans
8
Activity Tasks
10
Gods and Goddesses
10
Mythology
11
Military Life
12
What is Classical Studies?
Classical Studies involves the study of civilisations of Ancient Greece and Rome. This is
through study of literature, mythology, political life, art and architecture and the daily life
of these people.
Ancient Greece and Rome have formed the foundation of many of our modern western
ideals and own civilisation and their theories and ideals are still an important part of
modern life. Our language, literature, arts, science, political and legal systems can all be
derived from Ancient Greece or Rome.
This is an academic subject. It is a University approved course giving students the variety
of studying a wide variety of contexts and the ability to use a wide variety of knowledge
and skills. This gives students in Classics the opportunity to find a diverse career in many
fields from foreign affairs, trade and industry, teaching, administration, law and
architecture, drama and the arts, museums and broadcasting.
Why study Classical Studies?
Classical Studies engages your mind and imagination.
Classical Studies encourages you to make links between past and present civilizations, to
imagine a possible future. By exploring diverse values and traditions, viewed from their
own cultural perspectives and those of others, classical studies prepares you for informed
and active citizenship in New Zealand and the modern world.
New Zealand continues to be influenced by the classical world.
By understanding the political, military, religious, philosophical, technological, artistic, and
aesthetic developments of the ancient Greeks and Romans, you will learn how the past
continues to inform the present. From the rise and fall of powerful individuals and empires
to the creativity and invention of artists and engineers and to the formulation of ethical
systems and the evolution of social justice, you will become increasingly aware of the
debt owed to classical Greece and Rome.
In Classical Studies you will learn to ask questions and challenge ideas.
Classical Studies fosters thinking and inquiry skills by exploring classical sources and by
debating issues within the context of the key concepts. We hope that you will not only
gain an enthusiasm for classical civilizations but also learn to select, organise, and
communicate information clearly and logically and to evaluate the reliability of
evidence. By learning about the diverse and complex values of these societies, you will
develop the ability to form and reflect on your own viewpoints, respect others’ viewpoints,
and make informed judgments based on critical thinking.
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12 Classical Studies Assessment Specifications
There are 4 Achievement Standards in this course. The credits contribute towards NCEA and the
assessment modes are as follows:
Number
Title
Credits
Assessment
Due date
91200 2.1 Examine Ideas and values of the classical world
4
External
91202 2.3 Demonstrate understanding of a significant event in
4
Internal
Monday,
the classical world.
April 3rd
8:40am –
K5
91203 2.4 Examine the socio-political life in the classical world.
6
External
91204 2.5 Demonstrate understanding of the relationship
6
Internal
Monday,
between aspects of the classical world and aspects of
July 3rd
other cultures.
8:40am –
K5
The TWO external achievement standards will be assessed by a 3 hour examination at the end of
the year.
You can gain the following grades in the achievement standards:
N - Not Achieved A - Achieved
M – Merit
E – Excellence
Students are required to verify the sighting and acceptance of the grade awarded by signing the
result sheet once grades have been recorded on the schools computer system.
Student Responsibilities
YOU are responsible for:
 Reading this statement and being aware of assessment standards and dates
 Retaining materials required for assessment
 Checking and signing your achievement and unit standard results
 Questioning any perceived injustice in your results WITHIN TWO WEEKS
 Checking the accuracy and detail of your enrolment of standards on the NZQA website
 Meeting deadlines for completed assessments
Absences & Due Dates
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All NZQA assessments must be sat on the set date and assignments in by the due date. Failure
to do so will result in a NOT ACHIEVED grade
In general, NO reassessment opportunities will be available
Absence cause by things such as family, travel, non-college sports and religious conventions
must be approved IN ADVANCE. A letter requesting leave must be sent to the principal
If you are absent due to illness, and miss a due date, then a doctor’s certificate is required. A
new assessment time will be set by your teacher, if one is possible
Unforeseen medical emergencies will be judged on an individual basis
You should not be penalised for approved absences, absences covered by a doctor’s
certificate or initiated by the school. If you have an APPROVED absence over a time of an
assessment, then you need to discuss the possibility of an extension with your teacher well
before the due date.
If you are absent for any reason on the due date of an assignment you need to make
arrangements to have it delivered to the college
In the case of truancy or “self-interest” absences that are NOT APPROVED, NO assessment
allowance will be made and you will receive a NOT ACHIEVED grade for any standard missed.
Breaches of Rules
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You may be asked to declare that all work submitted for internal assessment reflects your own
effort and ability.
Teachers have the right to check authenticity by means such as an oral test or in class
demonstration of skills.
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Failure to show familiarity with, or understanding of concepts contained in out-of-class
assignments could affect the decision made.
Clearly plagiarised work will result in a not achieved grade; students who allow others to copy
their work also get a not achieved grade.
If you breach the examination rules for internal assessments, you will get a not achieved for
any standards involved. This includes cheating, assisting another candidate by giving them
answers or their assignment, disrupting the examination and unacceptable use of electronic
devices.
Appealing an Assessment Decision
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If you disagree with a teacher’s assessment grade of your internally assessed unit or
achievement standard or of a ruling of a breach of rules, or other assessment related
condition, you have TWO WEEKS from being given the result to request a review by the
Teacher in Charge of that subject or the Head of Department.
If you disagree with their decision, then you can ask for it to be referred to the Principals
Nominee (Mrs McKnight) who will arbitrate on the matter and inform you of the final decision.
Calendar 2017
Term 1, 2017 31 January – 13 April
Wk
1
2
Monday
30
6 WAITANGI DAY
Tuesday
31
7 Gods & Myth
Wednesday
1
8 Gods & Myth
Thursday
2 Intro
9 Military Life
Friday
3 Intro
10 Military Life
3
4
5
6
7
8
9
10
11
13 Greek Society
20 Greek Society
27 Persian Wars
6 Persian Wars
13 2.3
20 2.3
27 Homeric Society
3 2.3 DUE
10 Intro to Odyssey
14 Greek Society
21 Greek Society
28 Persian Wars
7 Persian Wars
14 2.3
21 2.3
28 Homeric Society
4 Intro to Odyssey
11 Book 1
15 Greek Society
22 Greek Society
1 Persian Wars
8 Persian Wars
15 2.3
22 2.3
29 Homeric Society
5 Intro to Odyssey
12 Book 1
16 Greek Society
23 Greek Society
2 Persian Wars
9 Persian Wars
16 2.3 CHK IN #1
23 2.3 CHK IN #2
30 2.3 CHK IN #3
6 Intro to Odyssey
13 Book 1
17 Greek Society
24 Greek Society
3 Persian Wars
10 Persian Wars
17 2.3
24 2.3
31 Homeric Society
7 Intro to Odyssey
14 GOOD FRIDAY
Wednesday
3 Book 5
10 Book 19
17 Book 20
24 Book 22
31 Themes/ Essay
Prep
7 Intro Other Heroes
14 2.5
21 2.5
28 Roman History
5 Roman Society
Thursday
4 Book 9
11 Book 19
18 Book 21
25 Book 22
1 Themes/Essay Prep
Friday
5 Book 9
12 Book 19
19 Book 21
26 Themes/ Essay
2 Odyssey
Formative Essay
9 Intro Other Heroes
16 2.5
23 2.5
30 Roman Republic
7 Roman Society
Thursday
27 Roman Society
3 Themes / Essay
Prep
10 Roman Politics`
17 Roman Politics
24 Roman Politics
31 Themes /Essay
Prep
7 EXAM REVISION
14 EXAMS
21 EXAMS
28 FEEDFORWARD
Term 2, 2017 May 1 – 7 July
Wk
1
2
3
4
5
6
7
8
9
10
Monday
1 Book 5
8 Book 9
15 Book 20
22 Book 21
29 Themes/ Essay
Prep
5 QUEENS BDAY
12 2.5
19 2.5
26 Intro to Rome
3 2.5 DUE
Tuesday
2 Book 5
9 Book 9
16 Book 20
23 Book 22
30 Themes/ Essay
Prep
6 Intro Other Heroes
13 2.5 CHK IN #1
20 2.5 CHK IN #2
27 2.5 CHK IN #3
4 Roman Society
8 Intro Other Heroes
15 2.5
22 2.5
29 Roman Republic
6 Roman Society
Term 3, 2017 July 24 – 29 September
Wk
1
2
Monday
24 Roman Society
31 Roman Society
Tuesday
25 Roman Society
1 Roman Society
Wednesday
26 Roman Society
2 Roman Society
3
4
5
6
7 R. Society Essay
14 Roman Politics
21 Roman Politics
28 Roman Politics
8 Roman Politics
15 Roman Politics
22 Roman Politics
29 Roman Politics
7
8
9
10
4 EXAM REVISION
11EXAM REVISION
18 EXAMS
25 FEEDFORWARD
5 EXAM REVISION
12 EXAM REVISION
19 EXAMS
26 FEEDFORWARD
9 Roman Politics
16 Roman Politics
23 Roman Politics
30 Themes /Essay
Prep
6 EXAM REVISION
13 EXAM REVISION
20 EXAMS
27 FEEDFORWARD
Term 4 will be spent revising and preparing for the external exams.
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Friday
28 Roman Society
4 Themes / Essay
Prep
11 Roman Politics
18 Roman Politics
25 Roman Politics
1 R. Politics Essay
8 EXAM REVISION
15 EXAMS
22 EXAMS
29 FEEDFORWARD
Understanding Dates
A lot of the events that we study in Classical Studies happened so long ago that we need
to use a different style of dating than you might be used to. We use BC and AD at the end
of a date in order to determine how long ago it was.
The system works around the year that Christ was supposedly born - the year 1 AD. AD
stands for Anno Domini which means "in the year of our Lord". The years that follow year 1
AD have increased e.g. year 1, is followed by year 2, then year 3, and so on. AD is written
before the year, for example, it is currently AD 2015.
The year that came before year 1 AD is called year 1 BC as there is no Year 0. BC means
"Before Christ". The years that came before Year 1 BC decreased so the year 200 BC
came before the year 100 BC, which came before the year 1 BC. BC is written after the
year, for example, the Trojan War occurred in 1250 BC.
These acronyms were widely used after AD 800. The terms were introduced by the
Catholic Church as a way of distinguishing the difference between earlier time periods
and later time periods. At the time, it was believed that Jesus Christ was born in the Year 1
AD, however, many historians today believe that if Christ existed, he most likely would
have been born sometime around 6-4 BC.
There is another style of dating that you might come across in your research this year. The
same rules as above apply to this style. However, instead of using the acronyms BC and
AD, this style uses BCE and CE. BCE stands for Before the Common Era. CE stands for the
Common Era. These terms are starting to become more popular as we are moving away
from a society ruled by religion. Using this style of dating, the Trojan War occurred in 1250
BCE and we currently live in the year 2015 CE.
You are welcome to use either style in your writing as long as you pick one and stick to it.
FOR INFORMATION ABOUT INTERNAL AND EXTERNAL ASSESSMENTS AND REFERENCING GO
TO:
http://www.rangiclassics.com
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TIMELINE OF THE GREEK AND ROMAN WORLDS
1100 – 750 BC
DARK AGE
3500 - 1100 BC BRONZE AGE
Before 3500 BC STONE AGE
323-30 HELLENISTIC
PERIOD
480-323 CLASSICAL
PERIOD
776 BC 1ST OLYMPICS
3500 - 1450 BC MINOAN / CRETAN CIVILISATION
725 -675 ILIAD 1ST
WRITTEN DOWN
1250 BC TROJAN WAR
1200 BC DORIAN INVASION
620-480 RISE OF
DEMOCRACY IN ATHENS
525 - 406 DRAMA IN ATHENS
(Aeschylus, Sophocles, Euripides)
492-479 PERSIAN WARS
469 – 399
SOCRATES
461 – 429 PERICLEAN AGE
431 – 404 PELOPONNESIAN. WAR
323 - 30 DEATH OF ALEXANDER
HELLENISTIC AGE
BC 3500 3250
(BCE)
3000 2750 2500 2250 2000 1750
1500
1250
753 BC FOUNDING OF
ROME
1000 750
500
250
0
250
500
750
AD
(CE)
270 – 120 MIDDLE REPUBLIC
PUNIC WARS WITH CARTHAGE – EXPANSION
OF ROME OUTSIDE ITALY
753 – 30 BC ROMAN REPUBLIC
510 – 270 EARLY REPUBLIC
60 BC 1ST TRIUMVIRATE
(Caesar, Pompey, Crassus)
451 TWELVE
TABLES
120 - 30 BC 1ST CIVIL WAR Gracchi vs Marius
88 BC 2ND CIVIL WAR Sulla vs Marius
44 BC 3RD CIVIL WAR Anthony/Octavian/Brutus/Cassius
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44 BC DEATH OF CAESAR
30 BC OCTAVIAN BECOMES
EMPEROR
30 BC – 410AD ROMAN
EMPIRE
GODS AND GODDESSES
Greek Name
Aphrodite
Roman Name
Image
Role
Symbol & Animal Symbol
Rose & doves
Apollo
Harp & wolves
Ares
Spear & dogs
Artemis
Bow and arrow and
deer
Athena
Olive tree & owls
Demeter
Wheat
Dionysus
Grapes and panthers
or tigers
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Greek Name
Roman Name
Image
Role
Hades
Symbol & Animal
Symbol
His helmet and
Cerberus (his 3headed dog)
Hephaestus
Hammer
Hera
Pomegranates and
peacocks
Hermes
Caduceus (his staff)
and his winged boots
and a ram
Hestia
Fire
Poseidon
His trident and horses
Zeus
Lightning bolt and
eagles
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COMPARISONS BETWEEN THE GREEKS AND ROMANS
The Ancient Greeks and Romans both began their histories as city-states.
While the irregular coastline and the mountainous terrain of the Greek
peninsula isolated the various Greek city-states from one another, the city
of Rome was located in the geographical middle of a generally north-south
plain bordered on the east with mountains and on the west by the sea.
Therefore, Rome was exposed to the migrations and invasions of people
from the Po River in the north and Sicily in the south.
The two primary ethnic and cultural influences upon the Romans were
determined to a degree by this geography. That is, the first influence was
that of the Etruscans in the north, and the second major influence was that
of the Greeks in the south. By the time the city-state of Rome had emerged
as a distinct entity out of its Etruscan origins and was prepared to expand its
own unique influence, Greek civilization had spread throughout the
Mediterranean basin. However, the fierce exclusiveness of the Greek citystates from one another, stemming from their geographical isolation, had
determined that Greek colonization of the Mediterranean would be an
extension of isolated city-states. The Greek polis did not permit the building
of a Greek empire, and the strict barriers to the extension of citizenship
prevented any one city-state from becoming dominant. As we have seen
from Greek history, the Athenians were on the way to creating an empire
through their domination of the Delian League, but this trend was reversed
in the Peloponnesian Wars.
The Romans, on the other hand, brought other communities on the Italian
peninsula under their control, first by conquest, and then by extending
Roman citizenship to elements of the conquered peoples. Over time, in the
crucible of fierce, unremitting conflict during the Punic Wars, the people of
the Italian peninsula came to identify themselves as Romans. There are,
therefore, two key components in the success of the Romans in building an
empire. One surely was their military prowess, and the other was their
organizational/political/legal skill in extending their governance over the
conquered peoples into the empire.
Carthage in the western Mediterranean, then from Macedonia in the east,
and so on. As each adversary was defeated, the Romans found themselves
drawn-in to keep the peace (that is, to maintain their control) among the
conquered peoples. This process led to the creation of armies made up
of large numbers of Romans who were separated permanently from the
land, became professional soldiers, and had to be supported by the state.
The army and its generals became so powerful that they eventually posed
a threat to the political institutions of the Roman Republic. In other words,
the conquest of Rome's enemies, destroyed the Republic and led to the
creation of an imperial government. From the very beginning of the history
of Rome, the very force which created the empire, that is, the army and its
generals, would also be the cause for its downfall. The Roman Empire would
last for many centuries, however, and the foundations of its endurance
rested upon the extension of the Roman sense of identity to conquered
peoples; that is, to "barbarians". Also important were Roman law, and
political skills exercised in the Senate and by some of the more outstanding
emperors.
The Greek city-states had to be united by force, first through the invasion of
the Macedonians, and then by the Romans. But the Greeks would, in a
sense, have the last laugh. Their culture was more sophisticated, their
learning and philosophy more advanced, and Roman culture would be
overwhelmed as the Romans absorbed the cultural influences of the
Hellenistic east. In the final outcome, as the Roman Empire declined in the
west, Roman emperors transferred their capitol from Italy to Asia Minor.
Long after the Roman empire was gone, the Byzantine Empire, an
amalgam of Roman and Greek culture, centered in the city of
Constantinople, would endure. The Greeks had conquered their
conquerors.
Source: http://www2.sunysuffolk.edu/westn/Essaygreecrome.html
accessed 22/11/16
The Romans did not intend to create an empire, but they responded to
threats from their neighbors, first on the Italian peninsula, then from
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HOW DID THESE TWO CULTURES COMPARE?
Read the information on page 8 and view the prezi to make a comparison between the two cultures on the venn diagram below.
https://prezi.com/z-srgchyth2b/greek-and-rome-military-comparison/
ROMANS
GREEKS
SIMILARITIES
9|Page
ACTIVITY TASKS
1. Greek vs Roman Religious Beliefs
After studying the difference and similarities between the Greek and Roman divinities, you
now are required to create your own Greek or Roman God or Goddess.
You must not use existing gods’ symbols however areas of responsibility can be
duplicated.
Include the following:
 Symbol / Power - eg lightning rod, wisdom
 Areas of responsibility eg agriculture
 Genealogy eg what is their family tree – who are their parents, siblings?
 Draw a picture / statue of yourself as a god, taking care to show your power
through the clothes you are wearing and the objects around you.
For your divinity you also need to create a specific prayer or sacrifice at a ritual/festival or
ceremony such as the Olympic Games or the Parentalia - a festival honouring your
ancestors (think of the Mexican Day of the Dead).
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Use the following resources as a guide as well as your own research to learning the
rituals and rules of prayer and sacrifice eg the Roman soldiers sacrificed to the cult
of Mithras by killing bulls.
http://www.romanarmy.net/sacrifices.shtml
http://www.roman-empire.net/religion/sacrifice.html
http://www.the-romans.co.uk/prayer.htm
http://quatr.us/greeks/religion/sacrifice.htm
http://www.metmuseum.org/TOAH/hd/grlg/hd_grlg.htm
Ensure you include the specific name of your divinity and what you want the god to do as
a result of receiving your prayer or sacrifice. Remember the sacrifice or promise included
in the prayer needs to be worthy of them listening to you and answering their prayer.
Present your chosen divinity and prayer/sacrifice to the rest of the class for comparison.
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2. Mythology
Flick through chapters 6 through to 11 of Marion Findlay’s Classical Mythology. Choose
one myth that you find interesting. You may also use a myth about a god from chapters 2,
3 &4.
For your chosen myth:
Answer the following questions:
1. Who is involved? (List their name/s and their role e.g. Theseus, King of Athens)
2. What is the main character’s backstory (if it is known)?
3. Most Greek myths hold a moral/message. What moral/message does your myth
tell?
4. If your myth features a god, why did the Greeks associate that god with particular
roles? Why were those particular roles of importance to an ancient culture?
5. If your story was set in a particular city, locate that city on the map on page 13 of
your introduction workbook.
6. If you focussed on a hero, read ‘What do myths about heroes have in common?’ on
page 41 and summarise which traits your hero displays. Give examples from your
myth.
7. If your myth features a god punishing a human, read ‘The ‘sin’ of Hubris’ on page 7.
What hubris is committed in your myth? How is this sin punished?
Hubris was one of the only sins that the gods punished humans for, why do you think
this is?
8. Create a presentation that summarises your myth. The presentation should be
directed at Year 9 and 10 students. Choose a method of presentation that fits your
myth and your learning style best. You must also explain the messages/morals your
myth explains to the ancient Greeks. Below is a list of some suggested presentation
methods:
 A newspaper article.
 A text conversation (using paper instead of your phone).
 A letter.
 A poster.
 A Fakebook status update/conversation (using paper instead of your phone).
 A cartoon strip.
Note: If you have looked at Herakles, choose only ONE labour.
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3. Greek vs Roman Military
GREEK HOPLITE VS ROMAN LEGIONARY
Armour
Armour
Phalanx formation
Formations
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A: Imagine you are a Greek (Athenian or Spartan) hoplite or Roman legionnaire. You
have just been ordered to report for military service and a campaign to the Peloponnese
and Gaul respectively. You are dusting off your armour and other equipment and see
that your shield needs repair.
Design a new design for your shield that reflects your family and core values or beliefs.
Images may refer to gods or special animals e.g. bulls or snake heads or scary
gods/monsters such as the Gorgon Medusa’s head or it may be more geometric in
design.
Use bright and bold colours that will stand out on the battlefield. Your bravery needs to be
seen in order for you to gain kudos and kleos (recognition and glory). For a Roman
gaining dignitas (reputation for worth, honour and esteem) and displaying pietas
(respect) was essential for all males.
Use the following templates for your shields
Shield Design Template (https://goo.gl/TUZXI4) - Make your own copy of this document.
You must be signed into drive on your school clouds a/c.
B: Once you have repaired/created your shield, write a diary entry or letter home
explaining what specific military training, equipment or techniques you used while in
camp or on campaign and why you think you are the best soldiers of your time period.
Watch the following videos as a guide:
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https://www.youtube.com/watch?v=rDmVw4aj0SQ Roman Equipment of a
Legionary used on campaign
https://www.youtube.com/watch?v=VU4_AoUXI-4 - Roman Centurions vs Spartans
https://www.youtube.com/watch?v=CBr7iuwb4oU Spartans vs Roman Legionnaire
(note there are a few swear words in this video – apologies)
https://www.youtube.com/watch?v=R_UAlRSuc-g – Hoplite Combat Drill.
https://www.youtube.com/watch?v=mAmW4lMZsaA - Hoplite Phalanx Tactics
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