Latin Syllabus:



Syllabus for Latin II (FL 3-4)

Why Study Latin?

Latin is an extremely useful, interesting, and challenging language to study. While it builds students' skills, confidence and ability to decipher a highly complex grammar system with a wide vocabulary, there are a large number of benefits to the Latin student that extend far outside of the classroom.

According to a publication by the National Committee for Latin and Greek, Latin develops a person's English and provides a solid foundation for the study of other languages. Latin lives on in over 60% of English words (90% of words over two syllables) and is responsible for approximately 80% of the vocabulary of Romance languages: French, Italian, Portuguese, Romanian, and Spanish. It also contributes to a sense of citizenship, tolerance, and understanding, and also sharpens and trains the mind to think critically and analytically. Specifically, Latin is an ideal foundation for students interesting in acquiring other languages since it broadens their notion of structures possible in languages other than English. Latin's non-English word structure and sentence patterns stimulate such qualities as being observant, accurate, analytic, and logical. In this way, the mind is becoming developed in demanding and practical ways. For those students who decide to pursue Latin and Classical Studies in college, there are many later avenues, since Classics majors define themselves as those who can define and identify problems, think on their feet, and arrive at sound and creative solutions. In terms of Roman cultural studies, a background in the classical civilizations makes Americans more aware of customs, values, and ideas as they relate to government, religion, art, literature, and economic systems in this country and globally. Thus, being familiar with the diversity, change, and longevity within the Ancient Roman civilization, the Latin student is more inclined to respect the views, ideologies, religions, and economic systems of foreign peoples and to appreciate their rich, age-old traditions.

NOTE: The above information was adapted and excerpted from "Why Study Latin?" (2003 version) Designed by Ginny Lindzey and based on Conrad Barrett's article, "Keys to Language and Cultural Awareness." ()

Why this course?

The specific objectives of this course based on the New York State Standards, which will ultimately lead to students' experience with all the above-mentioned benefits are:

1. Read (aloud), write, and understand simple Latin sentences

• Read excerpts of original texts and complete exercises

• Transcribe material read aloud by the teacher

• Respond to questions based on reading passages

2. Demonstrate an awareness of vocabulary, grammar, derivation, and word structure of English

• Compare and contrast English and Latin grammar

• Complete word-building in English through a study of Latin roots, prefixes and suffixes

• Show an awareness of the Latin roots in English

Course Description: This course is a continuation of Latin I (FL1-2). Emphasis is on building vocabulary and grammar knowledge. Given the New York State Standards, reading is the most important skill that students will acquire in this course, since it is the only means by which communication with the ancient world is possible. It is also the main tool, along with writing, through which students may become more aware of their own and other languages. Roman cultural contributions to western civilization will also be a focus. There will be occasional mandatory trips or optional weekend trips, which relate to Classics and the arts (viewing special museum exhibitions, attending a play, opera, or film). Those dates will be announced and permission slips will be given at a later time.

Textbook: Ecce Romani I and II

Grading Policy: 1) Classwork (20%)

• Oral participation, general positive attitude, board work, collected homework assignments. Lateness and cutting will seriously affect class participation.

2) Exams, term projects, quizzes (60%)

• Unit and chapter tests, quizzes, mid-year, final exam

3) Homework and notebook (20%)

• Completeness, organization, and effort

Regular attendance and active participation in class are integral parts of the learning process. A student who is excessively absent is unable to engage in meaningful learning experiences and therefore, cannot benefit from the valuable interaction with his/her peers. He/She cannot contribute to discussions, small and large group work, role-playing situations, demonstrations, dramatizations, debates, etc. It is for this reason that participation, in addition to quizzes, projects, and tests, is considered one of the major components in determining a student's final grade.

Notebook/Class Materials: It is required that students keep a one-subject notebook for their Latin notes exclusively. In this way, they can add to their notes each year and build their own reference book. For homework assignments, students can write on loose-leaf, to be kept in a multi-subject/single-subject binder or folder. All students must have a folder for handouts. Organization is critical! Please do not keep notes and papers in the black hole that is a backpack!

Homework: Homework will be assigned at least three days per week and will come from either the textbook or handouts. Assignments must be completed fully. Three missing/incomplete assignments will result in a failing homework grade for the term; note that there will not be penalties for missing work due to legitimate absences. Assignments should take no more than 30 minutes (please let the instructor know if assignments are taking longer than this so as to ensure that all material is being understood and there are no larger problems occurring). Assignments may be collected randomly on the next school day. If a student fails to complete an assignment, (s)he must note the date on his/her index card for his/her own records.

Quizzes & Tests: There will be relatively frequent quizzes and exams and students will keep a log of their grades on their index cards, to be kept in the classroom. The material on any given exam may come from notes and/or the textbook. There will be a formal review before any test and most quizzes will be announced. Quizzes will cover material on just one topic and may be given on any day whereas tests will be more comprehensive and will only be administered on the departmental test days (Mondays and Fridays). It is recommended that students review their notes nightly and complete their homework so as to ensure their success on all examinations.

Outside Study Resources: There is a plethora of resources on the web and by searching google using such terms as: exercises, grammar, vocabulary, Ecce Romani, and Latin II, you will be surprised at the useful websites you come upon. Among the ones that I would recommend:

For Vocabulary:

•

For Ecce Grammar/Vocabulary Practice:

•

For Random Roman Cultural Trivia Game:

•

Week of:

SEPTEMBER – Culture: Heroes of Rome

1. Week 1 - (25 minute classes) Administrative and review; principal parts

2. Week 2 - Irregular Verbs (17) (quiz 1)

3. Week 3 - Noun-Adjective Agreement (18)

4. Week 4 - Noun-Adjective Agreement cont. (test 1)

• Supplemental (Online) Resources/Presentations:

1)

2)

3)

4) Play Gods and Heroes ()

In Gods and Heroes, players become classic heroes of the ancient world, born of immortal blood. As a scion of the gods, each player will have the opportunity to pursue his destiny through a series of Epic Quests that will span all levels of gameplay, over time commanding amazing God Powers and acquiring famous weapons and treasure of myth.

The game will be set in Rome around 300 BC, a time when the Republic is powerful, but Roman enemies including the Carthaginians, Gauls, and Samnites threaten the fledgling imperial holdings. Worse, the land is beset by terrible creatures, such as Gorgons, Cyclopes, and Furies. As heroes of Rome, players will take on missions to expand and protect the Republic, her interests, and her citizens, and will serve one of the twelve great Roman gods.

OCTOBER – Culture: Graffiti, Roman Travel and the span of the city, Hospitality, Early Republic, Aqueducts; Expansion into Africa/Punic wars, Cultural assimilation

(10/2 Yom Kippur, 10/9 Columbus Day)

5. Week 1 – Perfect Tense (19)

6. Week 2 – Perfect Tense cont., dum, infinitive (20) (quiz)

7. Week 3 – Dative case (22); Review of all cases

8. Week 4 – Substantive Adjectives; Future tense (23)

9. Week 5 – Compound Intransitive Verbs + Dative (24)

• Supplemental (Online) Resources/Presentations:

1) Speaker on Roman/Pompeiian graffiti (K. Milnor?)

2) Presentation on my thesis (Cornelia, Gracchi): War's effect on women's increased status; excerpted translating

3)

4)

5) View scene from "Emperor's Club" (Hoffman film from 2002)

6) View scene from "Cabiria" (Pastrone's Italian silent film from 1914)

7) Odyssey and theme of travel/gift-giving

8) Play CivCity: Rome ()

NOVEMBER – Culture: Inscriptions, Eucleides

(11/7 Election Day, 11/23-24 Thanksgiving)

10. Week 1 – Ablative of Cause and other uses (24)

11. Week 2 – Pluperfect tense; Future Perfect Tense (24)

12. Week 3 – 4th and 5th declension (25)

13. Week 4 – Partitive genitive and other uses (25)

• Supplemental (Online) Resources/Presentations:

1) Petronius' Satyricon (5.28-30)

2)

3)

4)

DECEMBER – Culture: Rome as world leader, charioteers, Roman dress

(12/22- 1/1Winter Recess)

14. Week 1 – Demonstrative adjectives/pronouns ille and hic (26)

15. Week 2 – Dative with intransitive verbs; personal, reflexive, possessive adjectives (27)

16. Week 3 – Relative Pronouns/Clauses (Ecce II, 28)

• Supplemental (Online) Resources/Presentations:

1) View scene from Ben-Hur (Wyler film from 1959)

2) OR /circus_sources.html

3) Piazza Armerina

4) Play Circus Maximus: Chariot Wars Xbox:

While the title of this game may sound like it’s about a big circus targeted at a younger audience, that couldn’t be further from the truth. In effect, CIRCUS MAXIMUS is a combat racing game that will transport you back to the days of Roman gladiators, fearless men who entered the arena knowing that they may not come out. This is chariot racing at is best, with amazing visuals and tons of options that will satisfy both racing fans and fighting fans. Each chariot has a driver and a warrior, and you have the ability to switch between them at will during a race. There are 10 drivers and 10 warriors to choose from, each with unique strengths and weaknesses that you must take into consideration before picking your duo. You’ll race in six different locales, ranging from the Circus Maximus itself to the Amazon jungle and everywhere in between. Each course will be fully interactive, so you’ll have to watch out for hazards and obstacles that may not have been there the last time you passed by. Whether you’re a fan of GLADIATOR or BEN-HUR, now you can get your fill of chariot racing with CIRCUS MAXIMUS.

JANUARY – Culture: Review

(1/15 MLK Day)

17. Week 1 – (Tues) Review/Catch up

18. Week 2 – Translate work TBA

19. Week 3 – Translate work TBA/Review for midterm

20. Week 4 – (1/23-26 Regents Week) Midterm

21. Week 5 – TERM ENDS 1/31 Return Ecce I and start Ecce II

• Supplemental (Online) Resources/Presentations:

1) View scene from Ben-Hur (Wyler film from 1959)

2) Play Rome: Total War 3

Create, rule, conquer and manipulate the Roman Republic and Empire to become the "Imperator" of Rome in this award-winning game from the highly-acclaimed Total War series. Fight as, or against ancient history's most legendary generals including Julius Caesar, Hannibal and the rebel Spartacus.

From the Punic Wars against Carthage to the death of Augustus, the first Emperor of Rome, control mighty armies of up to 10,000 fully polygonal, highly detailed, motion-captured warriors clashing in panoramic real-time battles. At your disposal are over a hundred different troop types including legionaries, hoplites, barbarian hordes, war elephants, gladiators and scythe chariots to colossal war machines such as siege towers, battering rams and catapults hurling flaming missiles. The stage is set for carnage on more than 10,000 unique battlefields based on the topography of Europe and North Africa. Conflict is not the only way to gain favor with the senate and people of Rome, however, as politics, diplomacy the gladiatorial games will play key roles in your quest to be declared Imperator. Dominate and reign over one of the most powerful empires in history.

FEBRUARY – Culture: Town Houses/Apartments, Struggles within the Republic

(SPRING TERM BEGINS 2/1; Midwinter Break2/19-23)

22. Week 1 – Indefinite adjectives, interrogative pronouns (29)

23. Week 2 – Vivid historic present; Active/passive voice (30)

24. Week 3 – Present Passive Infinitives (31)

• Supplemental (Online) Resources/Presentations:

1)

2) Play Shadow of Rome for Playstation 2

The year is 44 B.C. The grandeur of the Republic of Rome has been tarnished by political corruption and society has been overrun by unruliness and violence. Julius Caesar advocates for drastic reform but he is met with opposition and murdered. The horrific news finds its way to the ears of one soldier, Agrippa, whose father is accused of the murder. Unfortunately, time is running out for Agrippa as his father is to be publicly executed by the winner of the next gladiatorial event. Venture throughout ancient Rome with the help of Agrippas best friend, Octavius, and a female gladiator named Claudia. Shadow of Rome will automatically switch between Agrippa and Octavius, each of whom have their own area of expertise, to rescue Agrippas father and uncover the truth.

MARCH – Culture: Recipes, menus, dining, Collapse of the Republic

(Conferences 3/22-23)

25. Week 1 – Perfect, pluperfect and future perfect passive (32)

26. Week 2 – Perfect passive participles (33)

27. Week 3 – Positive, comparative, superlative adj (34)

28. Week 4 – Adverbs and comparisons of adjectives (35)

• Supplemental (Online) Resources/Presentations:

1) View scene from Satyricon (Fellini film from 1969)

2) Read excerpt TBA from Petronius' Satyricon

3) Speaker on Roman dining tradition/food (N. Worman?)

3) Roman feast vs. Greek Symposium

4) Read excerpt from Plato's Symposium

APRIL – Culture: Dates, Roman Education: writing, letters, books, Augustus

(Spring Recess 4/2 – 4/10)

29. Week 1 – (Wed.) quam (36)

30. Week 2 – Deponent verbs; numbers (37-8)

31. Week 3 – Numbers; Place/Time clues (39)

32. Week 4 – Semi-Deponent Verbs; Present participles (40)

• Supplemental (Online) Resources/Presentations:

1)

2) Read excerpt from Suetonius' description of Augustus

3) Pax Romana; changes in Rome, Prima Porta

4)

5)

6) Ancient Novel: Read excerpt from Apuleius' The Golden Ass

7) Read excerpt from Quintilian ()

MAY – Culture: Tunic, Piracy, Thieves, Roman Crime

(5/28 Memorial Day)

33. Week 1 – Present active infinitive (41)

34. Week 2 – Subordinate clauses with subjunctive; Imperfect/Pluperfect subjunctive active (42)

35. Week 3 – Imperfect/Pluperfect subjunctive passive (43)

36. Week 4 – (Tues) Perfect passive participles; ablative absolute and other uses (44)

• Supplemental (Online) Resources/Presentations:

1) Roman Law and Read Twelve Tables ()

2)

3) Read legal cases by Quintilian

JUNE – Ovid's Metamorphoses, Graffiti; Early Empire

(6/7 holiday; 6/27 last day)

37. Week 1 – Future active participles (45); Review of participles, infinitives, uses of cases

38. Week 2 – (Regents 6/13-22) Review of adjectives, active/passive; pronouns

• Supplemental (Online) Resources/Presentations:

1) Read excerpt from Ovid's Metamorphoses

2)

3) View artistic representations of Ovid's poems:

Preliminary Syllabus for Latin III (FL3-4)

Why Study Latin?

Latin is an extremely useful, interesting, and challenging language to study. While it builds students' skills, confidence and ability to decipher a highly complex grammar system with a wide vocabulary, there are a large number of benefits to the Latin student that extend far outside of the classroom.

According to a publication by the National Committee for Latin and Greek, Latin develops a person's English and provides a solid foundation for the study of other languages. Latin lives on in over 60% of English words (90% of words over two syllables) and is responsible for approximately 80% of the vocabulary of Romance languages: French, Italian, Portuguese, Romanian, and Spanish. It also contributes to a sense of citizenship, tolerance, and understanding, and also sharpens and trains the mind to think critically and analytically. Specifically, Latin is an ideal foundation for students interesting in acquiring other languages since it broadens their notion of structures possible in languages other than English. Latin's non-English word structure and sentence patterns stimulate such qualities as being observant, accurate, analytic, and logical. In this way, the mind is becoming developed in demanding and practical ways. For those students who decide to pursue Latin and Classical Studies in college, there are many later avenues, since Classics majors define themselves as those who can define and identify problems, think on their feet, and arrive at sound and creative solutions. In terms of Roman cultural studies, a background in the classical civilizations makes Americans more aware of customs, values, and ideas as they relate to government, religion, art, literature, and economic systems in this country and globally. Thus, being familiar with the diversity, change, and longevity within the Ancient Roman civilization, the Latin student is more inclined to respect the views, ideologies, religions, and economic systems of foreign peoples and to appreciate their rich, age-old traditions.

NOTE: The above information was adapted and excerpted from "Why Study Latin?" (2003 version) Designed by Ginny Lindzey and based on Conrad Barrett's article, "Keys to Language and Cultural Awareness." ()

Why this course?

This course will continue to solidify the students' understanding of Latin morphology, syntax, vocabulary, culture, comprehension, and word study in addition to Greco-Roman culture as it relates to daily life, myths and legends, history, political life, art and architecture, and literature. The specific objectives of this course based on the New York State Standards and Comprehensive Regents Examination required skills, which will ultimately lead to students' experience with all the above-mentioned benefits. :

1. Read (aloud), write, and understand simple Latin sentences

• Read excerpts of original texts and complete exercises

• Transcribe material read aloud by the teacher

• Translate from Latin to English the original literary/prose excerpts

• Respond to questions based on reading passages

• Recite excerpts from famous orations/speeches

2. Demonstrate an awareness of vocabulary, grammar, derivation, and word structure of English

• Compare and contrast English and Latin grammar

• Complete word-building in English through a study of Latin roots, prefixes and suffixes

• Show an awareness of the Latin roots in English

Course Description: This course is a continuation of Latin II (FL3-4) and will continue to prepare students for the Regents examination. Emphasis is on building vocabulary and grammar knowledge. This class will also give the student exposure to rhetoric by Cicero in addition to other speeches by famous orators such as Caesar. Given the New York State Standards, reading is the most important skill that students will acquire in this course, since it is the only means by which communication with the ancient world is possible. It is also the main tool, along with writing, through which students may become more aware of their own and other languages. Roman cultural contributions to western civilization will also be a focus. There will be occasional mandatory trips or optional weekend trips, which relate to Classics and the arts (viewing special museum exhibitions, attending a play, opera, or film). Those dates will be announced and permission slips will be given at a later time.

Textbook: Ecce Romani II and III

Grading Policy: 1) Classwork (20%)

• Oral participation, general positive attitude, board work, collected homework assignments. Lateness and cutting will seriously affect class participation.

2) Exams, term projects, quizzes (60%)

• Unit and chapter tests, quizzes, mid-year, final exam

3) Homework and notebook (20%)

• Completeness, organization, and effort

Regular attendance and active participation in class are integral parts of the learning process. A student who is excessively absent is unable to engage in meaningful learning experiences and therefore, cannot benefit from the valuable interaction with his/her peers. He/She cannot contribute to discussions, small and large group work, role-playing situations, demonstrations, dramatizations, debates, etc. It is for this reason that participation, in addition to quizzes, projects, and tests, is considered one of the major components in determining a student's final grade.

Notebook/Class Materials: It is required that students keep a one-subject notebook for their Latin notes exclusively. In this way, they can add to their notes each year and build their own reference book. For homework assignments, students can write on loose-leaf, to be kept in a multi-subject/single-subject binder or folder. All students must have a folder for handouts. Organization is critical! Please do not keep notes and papers in the black hole that is a backpack!

Homework: Homework will be assigned at least three days per week and will come from either the textbook or handouts. Assignments must be completed fully. Three missing/incomplete assignments will result in a failing homework grade for the term; note that there will not be penalties for missing work due to legitimate absences. Assignments should take no more than 30 minutes (please let the instructor know if assignments are taking longer than this so as to ensure that all material is being understood and there are no larger problems occurring). Assignments may be collected randomly on the next school day. If a student fails to complete an assignment, (s)he must note the date on his/her index card for his/her own records.

Quizzes & Tests: There will be relatively frequent quizzes and exams and students will keep a log of their grades on their index cards, to be kept in the classroom. The material on any given exam may come from notes and/or the textbook. There will be a formal review before any test and most quizzes will be announced. Quizzes will cover material on just one topic and may be given on any day whereas tests will be more comprehensive and will only be administered on the departmental test days (Mondays and Fridays). It is recommended that students review their notes nightly and complete their homework so as to ensure their success on all examinations.

Outside Study Resources: There is a plethora of resources on the web and by searching google using such terms as: exercises, grammar, vocabulary, Ecce Romani, and Latin II, you will be surprised at the useful websites you come upon. Among the ones that I would recommend:

For Vocabulary:

•

For Ecce Grammar/Vocabulary Practice:

•

Week of:

SEPTEMBER

1. Week 1 – (25 minute classes)

2. Week 2 – Review

3. Week 3 – Review

4. Week 4 – Semi-deponent verbs, present participles, WRITING, LETTERS, BOOKS (40)

OCTOBER (10/2 Yom Kippur, 10/9 Columbus Day)

5. Week 1 – Perfect active infinitive, TUNIC (41)

6. Week 2 – Subordinate clauses with subjunctive, Imperfect/pluperfect subjunctive active, PIRACY (42)

7. Week 3 – Imperfect and pluperfect subjunctive passive (43)

8. Week 4 – Perfect passive participles II, ablative absolute, QUI, THIEVES AT THE BATHS (44)

9. Week 5 – Future active participles, OVID'S METAMORPHOSES, LOVERS' GRAFFITI (45)

NOVEMBER (11/7 Election Day, 11/23-24 Thanksgiving)

10. Week 1 – Indirect statement with accusative/infinitive, GAMES PLAYED BY ADULTS/CHILDREN, FIO, EARLY EMPIRE (46)

11. Week 2 – CIRCUS/ARENA, MALO (47)

12. Week 3 – GLADIATORS (48)

13. Week 4 – AUDIO, OPPOSITION TO THE GAMES (49)

DECEMBER (12/25- 1/1Winter Recess)

14. Week 1 – Result clauses, present and perfect subjunctive, sequence of tenses, WEDDINGS (50)

15. Week 2 – Indirect commands, COMING OF AGE, LATE EMPIRE (51)

16. Week 3 – Impersonal verbs, ROMAN RELIGION (52)

JANUARY (2/15 MLK Day)

17. Week 1 – (Tues) – Purpose clauses (53)

18. Week 2 – UT, ROMAN FUNERALS (54)

19. Week 3 – Review

20. Week 4 – (1/23-26 Regents Week)

21. 1/29 TERM ENDS 1/31

FEBRUARY (SPRING TERM BEGINS 2/1; Midwinter Break2/19-23)

22. Week 1 – Begin Ecce III

23. Week 2 – End of the Republic and the Establishment of the Principate (I) - background

24. Week 3 – Cicero & Caesar (55A), Caesar vs Pompey (55B)

MARCH (Conferences 3/22-23)

25. Week 1 – Caesar vs. Pompey (55C); Death of Caesar (55D), Political Jokes; infinitive review

26. Week 2 – Fall of the Republic: Republicans vs. Caesarians (56A), Antony vs Octavian (55B); subjunctive review

27. Week 3 – The Principate of Augustus: Augustus as Emperor (57A), Augustus' Achievements (57B); subordinate subjunctive clauses

28. Week 4 – Political Violence in the Late Republic: A Political Murder: Clodius and Milo on the Appian Way (58A), The Murder of Clodius (58B)

APRIL (Spring Recess 4/2 – 4/10)

29. Week 1 – (Wed.) The Burning of the Senate House (58C); gerund review, politics and oratory in the late republic

30. Week 2 – A Political Murder: The Setting of the Murder (59A), On the Appian Way (59B)

31. Week 3 – The Attack (59C), Clodius' Death (59D)

32. Week 4 – The Verdict (59E), gerundive review

MAY (5/28 Memorial Day)

33. Week 1 – Warfare in the Late Republic: Eyewitness to Civil War: From Cicero to his Family (60A), From Cicero to Atticus (60B), From Pompey to Cicero (60C)

34. Week 2 – From Caesar to Cicero (60D); fear clauses review; The Roman Army

35. Week 3 – The Battle of Pharsalus: Caesar Exhorts His Men to Battle (61A), Caesar's Men React to Pompey's Tactic (61B)

36. Week 4 – 5/29 (Tues) – Caesar's Men Gain the Advantage (61C); The Battle of Pharsalus (62A), Ablative review

JUNE (6/7 holiday; 6/27 last day)

37. Week 1 – – Caesar Attacks Pompey's Camp (62B), Description of Pompey's Camp (62C); Passive verbs used impersonally review; Special genitive/dative verbs

38. Week 2 – (Regents 6/13-22) – Death of Caesar and Cicero; Review Late Republic – final on Late Republic

***Ideally, I will be able to cover the entire Ecce III textbook through chapter 68 so that students can read Latin from the Late Republic and the Empire and understood how Rome transformed culturally and socially. At this moment in time, since I do not have a sense as to the pace of the class, I can only guarantee that students will complete this course having read and gained great perspective about the Late Republic and what to Rome's becoming an Empire.

Preliminary Syllabus for AP Latin Literature (FLX3)

Why Study Latin?

Latin is an extremely useful, interesting, and challenging language to study. While it builds students' skills, confidence and ability to decipher a highly complex grammar system with a wide vocabulary, there are a large number of benefits to the Latin student that extend far outside of the classroom.

According to a publication by the National Committee for Latin and Greek, Latin develops a person's English and provides a solid foundation for the study of other languages. Latin lives on in over 60% of English words (90% of words over two syllables) and is responsible for approximately 80% of the vocabulary of Romance languages: French, Italian, Portuguese, Romanian, and Spanish. It also contributes to a sense of citizenship, tolerance, and understanding, and also sharpens and trains the mind to think critically and analytically. Specifically, Latin is an ideal foundation for students interesting in acquiring other languages since it broadens their notion of structures possible in languages other than English. Latin's non-English word structure and sentence patterns stimulate such qualities as being observant, accurate, analytic, and logical. In this way, the mind is becoming developed in demanding and practical ways. For those students who decide to pursue Latin and Classical Studies in college, there are many later avenues, since Classics majors define themselves as those who can define and identify problems, think on their feet, and arrive at sound and creative solutions. In terms of Roman cultural studies, a background in the classical civilizations makes Americans more aware of customs, values, and ideas as they relate to government, religion, art, literature, and economic systems in this country and globally. Thus, being familiar with the diversity, change, and longevity within the Ancient Roman civilization, the Latin student is more inclined to respect the views, ideologies, religions, and economic systems of foreign peoples and to appreciate their rich, age-old traditions.

NOTE: The above information was adapted and excerpted from "Why Study Latin?" (2003 version) Designed by Ginny Lindzey and based on Conrad Barrett's article, "Keys to Language and Cultural Awareness." ()

Why this course?

The content of advanced Latin courses contains the greatest minds and artists in Western Civilization – poets and writers such as Vergil, Catullus, Ovid, Cicero, and Horace. To experience these great artists in the original Latin is similar to standing in front a painting in the Louvre or sitting with a master painter like da Vinci as he paints. A personal experience with these artists can only create a unique and lasting experience from which to draw invaluable knowledge.

This course also allows the advanced student to epitomize his/her studies since it will allow him/her to put to use his/her understanding of Latin morphology, syntax, vocabulary, culture, comprehension, and word study in addition to Greco-Roman culture as it relates to daily life, myths and legends, history, political life, art and architecture, and literature. The specific objectives of this course, which will ultimately lead to students' experience with all the above-mentioned benefits:

• Develop a highly advanced Latin vocabulary

• Translate literally and poetically continuous passages of original Latin

• Analyze and evaluate original Latin texts

• Appreciate and evaluate original Latin texts within the Western literary tradition

• Study original Latin texts in their specific literary and historic contexts

• Understand and identify rhetorical and literary devices

• Identify and scan the meter of original Latin passages

• Compare and contrast original Latin passages

• Compare and contrast modern translations of Latin texts

The AP exam will test students on their ability to read, translate, understand, analyze, and interpret the required poems of Catullus (approximately 800 lines) along with approximately 500 lines of selections from the second author studied (Cicero, Pro Caelio; Horace, Odes; or Ovid, Amores and Metamorphoses). Specific abilities that will be examined:

• Write a literal translation of a Latin passage on the syllabus

• Explicate specific words or phrases in context

• Identify the context and significance of short excerpts from Catullus' poetry and selections from Ovid

• Identify and analyze characteristic or noteworthy features of the author's modes of expression, including their use of imagery, figures of speech, sound, and metrical effects as seen in specific passages

• Discuss particular motifs or general themes not only suggested by passages but also relevant to other selections

• Analyze and discuss structure and demonstrate an awareness of the features used in the construction of a poem or an argument

• Scan the meters specified in the syllabus

Course Description: This course will follow the syllabus for the Latin Literature Advanced Placement Exam as outlined by The College Board (apcentralcollegeboard .com). The aim of this course is in general conformity with college Latin studies in the fourth through sixth semesters. As in all such courses at this level, the basic objective is progress in reading, translating, understanding, analyzing, and interpreting Latin in the original. There will be occasional mandatory trips or optional weekend trips, which relate to Classics and the arts (viewing special museum exhibitions, attending a play, opera, or film). Those dates will be announced and permission slips will be given at a later time.

Textbook:

1) Ancona, Ronnie. Writing Passion, Bolchazy-Carducci Publishers: 2004.

ISBN: 0865164827

2) Jestin, Charbra Adams., and Phyllis B. Katz. Ovid: Amores & Metamorphoses, Selections. 2nd ed. Wauconda, IL: Bolchazy-Carducci Publishers, Inc, 2002. ISBN: 0865164312

3) Wheelock, Frederic M., and Richard Lafleur. Wheelock's Latin, any edition. HarperCollinsPublishers.

ISBN: 0060784237

Curriculum (AP-required poems)

• Catullus (as numbered in Mynors's Oxford Classical Text): 1, 2, 3, 4, 5, 7, 8, 10, 11, 12, 13, 14a, 22, 30, 31, 35, 36, 40, 43, 44, 45, 46, 49, 50, 51, 60, 64 lines 50-253, 65, 68 lines 1-40, 69, 70, 72, 76, 77, 84, 85, 86, 87, 96, 101, 109, 116.

• Ovid

Metamorphoses:

* Book 1: Daphne and Apollo (lines 452-567);

* Book 4: Pyramus and Thisbe (lines 55-166);

* Book 8: Daedalus and Icarus (lines 183-235);

* Book 8: Baucis and Philemon (lines 616-724);

* Book 10: Pygmalion (lines 238-297).

Amores:

* Book 1: 1, 1.3, 1.9, 1.11, 1.12, 3.15.

Grading Policy: 1) Classwork (20%)

• Oral participation, general positive attitude, board work, collected homework assignments. Lateness and cutting will seriously affect class participation.

2) Exams, term projects, quizzes (60%)

• Unit and chapter tests, quizzes, mid-year, final exam

3) Homework and notebook (20%)

• Completeness, organization, and effort

Regular attendance and active participation in class are integral parts of the learning process. A student who is excessively absent is unable to engage in meaningful learning experiences and therefore, cannot benefit from the valuable interaction with his/her peers. He/She cannot contribute to discussions, small and large group work, role-playing situations, demonstrations, dramatizations, debates, etc. It is for this reason that participation, in addition to quizzes, projects, and tests, is considered one of the major components in determining a student's final grade.

Notebook/Class Materials: It is required that students keep a one-subject notebook/binder for their Latin notes exclusively. There is a specific organized manner in which translating is to be completed: Latin Lines for translation are to be copied triple spaced and labeled numerically; two English translations are to be written underneath (one literal and one poetic OR one student attempt and one class). Organization is critical! You must follow this structure and please do not keep homework, notes and papers in the black hole that is a backpack!

Homework: Homework will be assigned every day of the week. Assignments must be completed fully every day. Three missing/incomplete assignments will result in a failing homework grade for the term; note that there will not be penalties for missing work due to legitimate absences. Assignments should take no more than 30 minutes (please let the instructor know if assignments are taking longer than this so as to ensure that all material is being understood and there are no larger problems occurring). Assignments may be collected randomly on the next school day. If a student fails to complete an assignment, (s)he must note the date on his/her index card for his/her own records.

Quizzes & Tests: There will be relatively frequent quizzes and exams and students will keep a log of their grades on their index cards, to be kept in the classroom. The material on any given exam may come from notes and/or the textbook. There will be a formal review before any test and most quizzes will be announced. Quizzes will cover material on just one topic and may be given on any day whereas tests will be more comprehensive and will only be administered on the departmental test days (Mondays and Fridays). It is recommended that students review their notes nightly and complete their homework so as to ensure their success on all examinations.

Outside Study Resources: There is a plethora of resources on the web and by searching google using such terms as: exercises, grammar, vocabulary, Catullus, AP, and Ovid, you will be surprised at the useful websites you come upon. Among the ones that I would recommend:

For Vocabulary:

•

For Grammar/Vocabulary Practice (specific to the AP curriculum):

•

•

•

Week of:

SEPTEMBER

1. 9/5 (25 minute classes) Administrative Business, Background for Catullus

2. 9/11 Catullus 1, 2 (20)

3. 9/18 Catullus 3, 4 (45)

4. 9/25 Catullus 5, 7; Sight Read 48, 8; Test 1: 1-8 (44)

OCTOBER (10/2 Yom Kippur, 10/9 Columbus Day)

5. 10/3 Catullus 10, 11; Sight Read Aeneid 9.433-37 (58)

6. 10/10 Catullus 12, 13 (31)

7. 10/16 Catullus 14, 22; Test 2: 10-13; Sight Read NLE (44)

8. 10/23 Catullus 30, 31, 35 (64)

9. 10/30 Catullus 40, 43, 44, 45 (63)

NOVEMBER (11/7 Election Day, 11/23-24 Thanksgiving)

10. 11/6 Catullus 46, 49, 50; Test 3: 14-45 (39)

11. 11/13 Catullus 51, 60; Sight Read Aeneid 4.362-87 (27); (48)

12. 11/20 Catullus 64.50-104; Sight Read Aeneid 8 (55)

13. 11/27 Catullus 64.105-57 (53)

DECEMBER (12/25- 1/1Winter Recess)

14. 12/4 Catullus 64.158-206; Test 4: 46-64; (49)

15. 12/11 Catullus 64.206-53 (47)

16. 12/18 Catullus 65, 96, 101 (40)

JANUARY (2/15 MLK Day)

17. 1/2 (Tues) Catullus 68 (40)

18. 1/8 Catullus 69, 70, 72, 76, 77, 84 (66)

19. 1/16 Catullus 85, 86, 87, 109, 116 (26)

20. 1/22 (1/23-26 Regents Week) SEMESTER EXAM/Research Paper

21. 1/29 TERM ENDS 1/31 Intro to Ovid and Amores; Amores 1.1, 1.3 (56)

FEBRUARY (SPRING TERM BEGINS 2/1; Midwinter Break2/19-23)

22. 2/5 Amores 1.9, 1.11 (74)

23. 2/12 Amores 1.12, 3.15; Test 6: Amores (50)

24. 2/26 Intro to Metamorphoses; Sight Read Daphne & Apollo 1.452-503 (53)

MARCH (Conferences 3/22-23)

25. 3/5 Daphne & Apollo 1.504-67 (64)

26. 3/12 Pyramus & Thisbe 4.55-104; Test 7: Daphne & Apollo (50)

27. 3/19 Pyramus & Thisbe 4.105-66 (52)

28. 3/26 Daedalus & Icarus 8.183-235; Sight Read Aeneid 6.14-33a (53)/Research Paper on Ovid

APRIL (Spring Recess 4/2 – 4/10)

29. 4/11 (Wed.) Pygmalion 10.238-97 (63)

30. 4/16 Baucis and Philemon 8.616-670 (54)

31. 4/23 Baucis and Philemon 8.671-724; Test 8: Ovid's Metamorphoses (56)

32. 4/30 Review Catullus 1-14

MAY (5/28 Memorial Day)

33. 5/7 Review Catullus 22-72

34. 5/14 Review Catullus 64

35. EXAM on FRIDAY MAY 18th, afternoon

36. 5/21 Read excerpt TBA from Livy's Ab Urbe Condita

37. 5/29 (Tues) Read excerpt TBA from Lucan's Bellum Civile

JUNE (6/7 holiday; 6/27 last day)

38. 6/4 Read excerpt TBA from Petronius' Satyricon

39. 6/11 (Regents 6/13-22) Read excerpt TBA from Suetonius' Life of 12 Caesars

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download