Unit 3 and 4 – Area of Study 2: Comparative study
Outcome 2
Compare the ideas and the techniques in two classical works and evaluate the relationships of these works to their sociohistorical contexts.
Examples of learning activities
- Read and annotate each of the prescribed works or study the prescribed art works. Annotate them for the ideas, techniques and sociohistorical links. Identify significant quotes, facts or evidence.
-
Using an A3 Venn diagram, compare the similarities and differences of an aspect of two classical works.
- Create a mind map to explore the concept of a hero (such as Odysseus) in two works.
- Research the lives of two authors writing about the same hero in their works. Use a table or Venn diagram to compare and contrast the similarities and differences, dates, influences and sociohistorical context.
- Use images of material culture, such as, vases, sculptural and/or architectural works on the Classical Works List. Annotate them, identifying key features of works, such as: name of the sections, ideas depicted, techniques used.
Using a table, compare the sociohistorical contexts, ideas, techniques and form of texts.
- Take ten quotes (five from each work) and create a comparative analysis of character/s or theme/s or ideas.
- In groups, unpack an essay question, develop a contention and locate evidence to support views.
Detailed example 1
Using an A3 Venn diagram to compare the sociohistorical contexts, ideas, techniques and form of texts
- Students are each given an A3 copy of a Venn diagram (two or more circles that overlap).
- Students label the circles with (a) the topic to be compared and (b) similarities/differences.
- Using their knowledge of the works studied, along with copies of the works, notes and any other relevant resources, students are then allocated a character, idea, or context to compare in the Venn diagram.
- Examples of topics to compare include: character/s who appear in two texts (such as Odysseus in Homer’s
Odyssey Books 21 and 22 and Sophocles’s
Ajax), the concept of hero in both works, the role of the gods or comparison of a specific god, the concept of justice within the sociohistorical context. When using material culture, the form of the work could be compared, or the depiction of heroes on vases, the event in a painting, as well as the purpose, content, techniques of the works.
- Students fill in the sections of the circles to create a comparison. They are encouraged to add evidence in the form of quotes or examples that substantiate their observations.
- Students compare their notes with other students and discuss them. They add these new ideas to their copy of the Venn diagram.
- Students are encouraged to share their findings with the class.
- The class is then asked to consider the most significant or important difference or similarity.
- The content of the completed Venn diagram could then be used as a basis for a comparative essay.
Detailed example 2
Using a table to compare the sociohistorical contexts, ideas, techniques and form of texts
Students are each given an electronic or hard copy table, or instructed to create one of their own. Refer to the example provided below.
| Aspects to compare (examples) | (Work 1: author and title)
Homer's
Odyssey Books 21 and 22
NOTES AND TECHNIQUES USED BY HOMER - EPIC POEM
*include quotes and evidence | (Work 2: author and title)
Sophocles's
Ajax
NOTES AND TECHNIQUES USED BY SOPHOCLES - TRAGIC PLAY
*include quotes and evidence |
|---|
| Style/form of text
| | |
| Sociohistorical context
| | |
| Plot
| | |
| Hero and heroic code
| | |
| Role of the gods and divine intervention
| | |
| Anger and revenge
| | |
| Justice
| | |
| Role of women
| | |
| Other ideas
| | |
The first column contains the ideas and content of the works to be examined and compared. The second and third column contains the works to be compared.
- As students read and annotate the prescribed pair, they fill in relevant sections of the table.
- Students compare their notes with others and share their findings with the class.
This table can be used as the basis for other comparative activities. Students use the table, notes and evidence collated as preparation for their comparative essay or when they are constructing an argument about the works.