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 20173

Understanding Dates4

Timeline of the Greek and Roman Worlds5

Gods and Goddesses6

Comparison between the Greeks and Romans8

Activity Tasks10

Gods and Goddesses10

Mythology11

Military Life12

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 ofthekey 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.

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 the classical world. / 4 / Internal / Monday, 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 between aspects of the classical world and aspects of other cultures. / 6 / Internal / Monday, July 3rd 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 - AchievedM – MeritE – 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

  • 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

  • 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.
  • 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

  • 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 / Monday / Tuesday / Wednesday / Thursday / Friday
1 / 30 / 31 / 1 / 2 Intro / 3 Intro
2 / 6WAITANGI DAY / 7 Gods & Myth / 8 Gods & Myth / 9Military Life / 10Military Life
3 / 13 Greek Society / 14Greek Society / 15Greek Society / 16 Greek Society / 17 GreekSociety
4 / 20 Greek Society / 21 Greek Society / 22 Greek Society / 23 Greek Society / 24 Greek Society
5 / 27 Persian Wars / 28 Persian Wars / 1 Persian Wars / 2 Persian Wars / 3 Persian Wars
6 / 6 Persian Wars / 7 Persian Wars / 8 Persian Wars / 9 Persian Wars / 10 Persian Wars
7 / 13 2.3 / 14 2.3 / 15 2.3 / 16 2.3 CHK IN #1 / 17 2.3
8 / 20 2.3 / 21 2.3 / 22 2.3 / 23 2.3 CHK IN #2 / 24 2.3
9 / 27 Homeric Society / 28 Homeric Society / 29 Homeric Society / 30 2.3 CHK IN #3 / 31 Homeric Society
10 / 3 2.3 DUE / 4 Intro to Odyssey / 5 Intro to Odyssey / 6 Intro to Odyssey / 7 Intro to Odyssey
11 / 10 Intro to Odyssey / 11Book 1 / 12Book 1 / 13 Book 1 / 14 GOOD FRIDAY

Term 2, 2017 May 1 – 7 July

Wk / Monday / Tuesday / Wednesday / Thursday / Friday
1 / 1 Book 5 / 2 Book 5 / 3 Book 5 / 4 Book 9 / 5 Book 9
2 / 8Book 9 / 9 Book 9 / 10 Book 19 / 11 Book 19 / 12 Book 19
3 / 15 Book 20 / 16 Book 20 / 17 Book 20 / 18 Book 21 / 19 Book 21
4 / 22 Book 21 / 23 Book 22 / 24 Book 22 / 25 Book 22 / 26 Themes/ Essay
5 / 29 Themes/ Essay Prep / 30 Themes/ Essay Prep / 31 Themes/ Essay Prep / 1 Themes/Essay Prep / 2 Odyssey
Formative Essay
6 / 5QUEENS BDAY / 6 Intro Other Heroes / 7 Intro Other Heroes / 8 Intro Other Heroes / 9 Intro Other Heroes
7 / 12 2.5 / 13 2.5 CHK IN #1 / 14 2.5 / 15 2.5 / 16 2.5
8 / 19 2.5 / 20 2.5 CHK IN #2 / 21 2.5 / 22 2.5 / 23 2.5
9 / 26 Intro to Rome / 27 2.5 CHK IN #3 / 28 Roman History / 29 Roman Republic / 30 Roman Republic
10 / 3 2.5 DUE / 4 Roman Society / 5 Roman Society / 6 Roman Society / 7 Roman Society

Term 3, 2017 July 24 – 29 September

Wk / Monday / Tuesday / Wednesday / Thursday / Friday
1 / 24Roman Society / 25 Roman Society / 26 Roman Society / 27 Roman Society / 28 Roman Society
2 / 31 Roman Society / 1 Roman Society / 2 Roman Society / 3 Themes / Essay Prep / 4 Themes / Essay Prep
3 / 7 R. Society Essay / 8 Roman Politics / 9 Roman Politics / 10 Roman Politics` / 11 Roman Politics
4 / 14 Roman Politics / 15 Roman Politics / 16 Roman Politics / 17 Roman Politics / 18 Roman Politics
5 / 21 Roman Politics / 22 Roman Politics / 23 Roman Politics / 24 Roman Politics / 25 Roman Politics
6 / 28 Roman Politics / 29 Roman Politics / 30 Themes /Essay Prep / 31 Themes /Essay Prep / 1R.Politics Essay
7 / 4 EXAM REVISION / 5 EXAM REVISION / 6 EXAM REVISION / 7 EXAM REVISION / 8 EXAM REVISION
8 / 11EXAM REVISION / 12 EXAM REVISION / 13 EXAM REVISION / 14 EXAMS / 15 EXAMS
9 / 18 EXAMS / 19 EXAMS / 20 EXAMS / 21 EXAMS / 22 EXAMS
10 / 25 FEEDFORWARD / 26 FEEDFORWARD / 27 FEEDFORWARD / 28 FEEDFORWARD / 29 FEEDFORWARD

Term 4 will be spent revising and preparing for the external exams.

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:

TIMELINE OF THE GREEK AND ROMAN WORLDS

BC
(BCE) / 3500 / 3250 / 3000 / 2750 / 2500 / 2250 / 2000 / 1750 / 1500 / 1250 / 1000 / 750 / 500 / 250 / 0 / 250 / 500 / 750 / AD (CE)

GODS AND GODDESSES

Greek Name / Roman Name / Image / Role / Symbol & Animal Symbol
Aphrodite / / 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
Greek Name / Roman Name / Image / Role / Symbol & Animal Symbol
Hades / / His helmet and Cerberus (his 3-headed 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

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 city-states 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.

The Romans did not intend to create an empire, but they responded to threats from their neighbors, first on the Italian peninsula, then from 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: accessed 22/11/16

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.

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).