6-12_latin

36

South Brunswick Schools World Language Curriculum

Language: Latin Level: 6th - 12th Grades

37

Latin Language Goals

The primary goal for the study of Latin is the interpretation of texts and historical/cultural understanding. Instruction in the study of Latin

will be concentrated in the interpretive mode. Students will be asked to understand and interpret within the appropriate cultural context spoken and written communication.

Latin in the School District

Latin instruction begins in the middle school. Latin I is taught in grades 6, 7, and 8. Incoming freshman who have had Latin in the middle school enroll in Latin 2 and advance to Latin V when they are seniors. The high school also offers Latin I for freshman who did not take Latin in the middle school

or for other students who wish to take Latin as an elective.

38

Standards for Classical Language Learning

COMMUNICATION: Goal 1 Communicate in a Classical Language Standard 1.1 Students read, understand, and interpret Latin or Greek. Standard 1.2 Students use orally, listen to, and write Latin or Greek as part of the language learning process. CULTURE: Goal 2 Gain Knowledge and Understanding of Greco-Roman Culture Standard 2.1 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans. Standard 2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans. Goal 3: CONNECTIONS Connect with Other Disciplines and Expand Knowledge Standard 3.1 Students reinforce and further their knowledge of other disciplines through their study of classical languages. Standard 3.2 Students expand their knowledge through the reading of Latin or Greek and the study of ancient culture. Goal 4: COMPARISONS Develop Insight into Own Language and Culture Standard 4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language. Standard 4.2 Students compare and contrast their own culture with that of the Greco-Roman world. Goal 5 COMMUNITIES Participate in Wider Communities of Language and Culture Standard 5.1 Students use their knowledge of Latin or Greek in a multilingual world. Standard 5.2 Students use their knowledge of Greco-Roman culture in a world of diverse cultures.

39

Level: 6th - 8th grade/ HS Level I Benchmarks

1. The student will be able to identify parts of speech and translate simple Latin sentences.

2. The student will be able to recognize varying verb forms and construct meaning from Latin sentences.

3. The student will be able to describe typical Romans and connect English words with Latin roots.

4. The student will be able to recognize and translate the infinitive in 2 grammatical constructions and describe the daily life of a Roman family.

5. The student will be able to construct ending charts for 1st declension, 2nd declension, and personal verb endings.

6. The student will be able to describe the circumstances of slaves in ancient Rome.

7. The student will be able to translate modern Latin mottoes.

8. The student will be able to describe Roman roads and means of transportation.

9. The student will be able to decipher, construct Roman numerals.

10. The student will be able to conjugate and translate velle, nolle, ferre, ire.

11. The student will be able to conjugate and translate the perfect tense and describe Roman graffiti.

12. The student will be able to describe the traits of a Roman soldier and aspects of his life.

13. The student will be able to identify the major structures in ancient Rome.

14. The student will be able to conjugate and translate pluperfect and future perfect verb forms in inscriptions.

15. The student will be able to describe major elements of Roman city life.

16. The student will be able to describe several forms of Roman entertainment.

These Standards are a result of a collaborative project of The American Classical League and The American Philological Association.

40

Enduring Understandings by Grade Level Latin 6th Unit I: Imperium Romanum: The learner will be able to identify ancient provinces and relate them to their modern counterparts. Unit II: Latina et Anglica: The learner will be able to identify parts of speech and translate simple Latin sentences. Unit III: Familia Romana: The learner will be able to compare and contrast the members of a typical Roman family with their own. Unit IV: Translating Latin for Meaning: The learner will be able to interpret differing number and gender in Latin nouns and adjectives. Unit V: Transitive Verbs: The learner will be able to recognize the direct object in the accusative case and manipulate subjects and direct

objects in Latin sentences. Unit VI: Colors & Clothes: The learner will be able to discuss Roman clothing, describe their colors in both Latin and English, and compare to

their own. Unit VII: The Infinitive: The learner will be able to interpret the infinitive in two grammatical constructions. Unit VIII: Introduction to Conjugations: The learner will be able to express the translation of Latin verb personal endings using the correct

English pronouns. Latin 7th Unit IX : Present Tense Verbs: The student will be able to identify verb conjugations, conjugate verbs in the present tense and identify the

vocative case in dialogue. Unit X: Domus Romana: The student will be able to describe the location and function of the rooms in a Roman city house and compare and

contrast to their own home. Unit XI: Prepositional Phrases: The student will be able to express prepositional phrases through the use of the Ablative and Accusative cases. Unit XII: Roman Names: The student will be able to identify the three parts of the Roman tria nomina. Unit XIII: Imperative Mood: The student will be able to identify and translate verbs in the imperative mood and give and respond to commands

in Latin. Unit XIV: Genitive and Dative Cases: The student will be able to identify and translate nouns from the 1st, 2nd and 3rd declensions in the

Genitive and Dative Cases. Unit XV: Ablative Case: The student will be able to identify and translate the 6 major uses of the Ablative Case. Unit XVI: Roman Gods and Goddesses: The student will be able to identify and discuss the principal Roman deities. Unit XVII: Imperfect Tense: The student will be able to distinguish between the present and imperfect tenses in both Latin and English. Latin 8th Unit XVIII: Neuter Nouns: The student will be able to identify and construct ending charts for 1st, 2nd, and 3rd declension, masculine, feminine,

and neuter. Unit XIX: Roman Numbers and Numerals: The student will be able to decipher and construct Roman numerals and use numbers in Latin

sentences. Unit XX: Noun/Adjective Agreement: The student will be able to describe nouns using the correct forms of Latin adjectives in 1st, 2nd and 3rd

declensions. Unit XXI: Cibus Romanus: The student will be able to use Latin food vocabulary to compare and contrast Roman dining to modern dining. Unit XXII: Principal Parts & Perfect Tense: The student will be able to conjugate and translate the perfect tense. Unit XXIII: Dative Case: The student will be able to use the Dative case to express and translate the indirect object in Latin sentences. Unit XXIV: Reading Latin: The student will be able to translate passages from Latin authors or adapted texts focusing on meaning while

recognizing various grammatical structures.

41

Latin I

Topic: Imperium Romanum Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit I

Goal 1: The student will be able to identify ancient provinces and relate them to their modern counterparts.

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Essential Questions Sample Conceptual Understandings

Construct and label a map of the Roman Empire Connect ancient Roman provinces to their modern European counterparts Translate simple Latin sentences using the verbs est and sunt.

Why study Latin? How do languages develop? How do civilizations develop over time? How does the past influence the present?

42

Topic: Similarity of Latin and English Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit II

Goal 2: The student will be able to identify parts of speech; translate simple Latin sentences.



Match English words with Latin roots Identify nouns in Latin and in English Identify verbs in Latin and in English Translate 3rd person singular and plural present tense verbs Identify proper subject/verb agreement Identify proper noun/adjective agreement 7.1 Communication A 3,4 B 3,4 C 2 7.2 Culture A 1, 3 B 2

What are parts of speech? How do different languages use word order differently to express meaning? How does an inflectional language differ from a syntactical language?

43

Topic: Familia Romana Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit III

Goal 3: The student will be able to compare and contrast the members of a typical Roman family with their own.



Connect Latin roots to English derivatives Describe the members of a typical Roman family Construct a family tree from a descriptive passage in Latin

Which family members are part of a typical Roman household? How is a Roman family structured, and how is it similar or different to our own families today?

44

Topic: Translating Latin for meaning Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit IV

Goal 4: The student will be able to recognize differing gender and number in Latin nouns and adjectives.



Distinguish between masculine and feminine nouns and adjectives Group Latin nouns into declensions Connect Latin roots to English derivatives 7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1

What methods do we employ to accurately convey information using language?

45

Topic: Transitive Verbs Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit V

Goal 5: The student will be able to recognize the direct object in the accusative case and manipulate subjects and direct objects in Latin sentences.



Identify derivatives Connect Latin roots to English derivatives Distinguish between transitive and intransitive verbs Recognize three different sentence structures in Latin (S LV SC, S TV DO, S IV) Explain the uses of Nominative and Accusative cases. 7.1 Communication A 2, 3, 4, 5, 6 B 2, 3, 4, 5 C 2, 3 7.2 Culture A 1, 3 C 2

How does an inflectional language use word order differently than a syntactical language?

46

Topic: Roman Clothing Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit VI

Goal 6: The student will be able to discuss Roman clothing, describe their colors in both Latin and English, and compare to their own.



Connect Latin roots to English derivatives Describe what a person is wearing from a picture.

What did the Romans wear at home, when traveling or on formal occasions? How does social class affect what one wears? How are adjectives used to expand the meaning of nouns?

47

Topic: The Infinitive Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit VII

Goal 7: The student will be able to recognize and translate the infinitive in two grammatical constructions.



Recognize the infinitive verb form (-re) Identify a complementary infinitive Identify an infinitive in an impersonal verb phrase Translate the infinitive as a complementary and impersonal verb. Connect Latin roots to English derivatives 7.1 Communication A 3, 4, 5, 6 B 2, 3, 4 C 1, 2, 4 7.2 Culture A 3 C 2

How do differing verb forms expand the communicative possibilities of language?

48

Topic: Introduction to Conjugations Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 Unit VIII

Goal 8: The student will be able to express the translation of Latin verb personal endings using the correct English pronouns.



Differentiate between 1st, 2nd, and 3rd declension nouns Recognize gender of noun and adjective pairs Connect Latin roots to English derivatives Use context clues to distinguish between ambiguous noun endings Determine the subject of a sentence from the verb ending 7.1 Communication A 1, 2, 3, 4, 5, 6 B 1, 2, 4 C 3, 4 7.2 Culture A 3, 4 C 3

How do different languages handle ambiguities in meaning? How does Latin use verbal inflection to indicate its subject?

49

Topic: Present Tense Verbs Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 Unit IX

Goal 9: The student will be able to identify verb conjugations, conjugate verbs in the present tense and identify the vocative case in dialogue.



Identify conjugations Conjugate present tense verbs Recognize and conjugate irregular verbs sum, esse and possum, posse Recognize and produce subject pronouns (ego, tu...) Identify and employ uses of the vocative case Connect Latin roots to English derivatives A 1, 3, 5, 6 B 1, 2 ,4 C 2, 3 7.2 Culture A 1, 4 B 2 C 1, 2

How do different languages implicitly and explicitly express the subject of a sentence? How are similar words grouped to aid in second language acquisition?

50

Topic: Domus Romana Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit X

Goal 10: The student will be able to describe the location and function of the rooms in a Roman city house and compare and contrast to their own home.



Connect Latin roots to English derivatives Label a floor plan of a Roman house

How is space used in a Roman house?

51

Topic: Prepositional Phrases Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 Unit XI

Goal 11: The student will be able to express prepositional phrases through the use of the Ablative and Accusative cases.



Decline nouns in the following cases: Nominative, Accusative, Ablative and Vocative. Group prepostions according to usage (location, motion toward, motion away from)

7.1 Communication A 5, 6 B 4, 5 C 1, 2, 3 7.2 Culture A 2, 3, 4 B 1 C 1, 2, 3

How does Latin use case to express motion in prepositional phrases? How do prepositional phrases function to expand the meaning of a verb?

52

Topic: Roman Names Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XII

Goal 12: The student will be able to identify the three parts of the Roman tria nomina



Connect Latin roots to English derivatives 7.1 Communication A 4, 5, 6 B 1, 3 ,4 C 1, 2, 3 7.2 Culture A 3 B 2 C 2

How did Romans address one another? How did the Romans use names to indicate familial and tribal relationship, as well as social status?

53

Topic: Imperative Mood Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XIII

Goal 13: The student will be able to identify and translate verbs in the imperative mood and give and respond to commands in Latin



Identify and translate singular and plural imperative verb forms Identify and translate accusative and infinitive construction Connect Latin roots to English derivatives 7.1 Communication A 3, 4, 6 B 4, 5 C 2, 3, 4 7.2 Culture A 1, 2 B 2 C 1, 2

How do languages employ mood to convey meaning? How do commands differ from declarative statements?

54

Topic: Genitive and Dative Cases Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XIV

Goal 14: The student will be able to identify and translate nouns from the 1st, 2nd and 3rd declensions in the Genitive and Dative Cases.



Connect Latin roots to English derivatives

Identify and translate nouns in the Genitive Case in context

Describe relationships using the Genitive Case

A 4, 5, 6 B 3, 4, 5 C 1, 2, 3, 4 7.2 Culture A 1, 4 B 2 C 1, 2

How does Latin express possession? How does Latin modify nouns without using adjectives? How does Latin use the Genitive Case to express familial relationships?

55

Topic: Ablative Case Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XV

Goal 15: The student will be able to identify and translate the 6 major uses of the Ablative Case.



Connect Latin roots to English derivatives 7.1 Communication A 4, 5, 6 B 1, 3 ,4 C 1, 2, 3 7.2 Culture A 3 B 2 C 2

How does Latin use the Ablative Case adverbially?

56

Topic: Roman Gods and Goddesses Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XVI

Goal 16: The student will be able to identify and discuss the principal Roman deities.



Connect Latin roots to English derivatives 7.1 Communication A 1, 2, 3, 5, 6 B 2 ,4, 5 C 2, 3, 4 7.2 Culture A 1, 2, 3, 4 B 1, 2 C 1, 2

How does Roman Mythology influence modern culture? How did the Romans use mythology to understand the world around them? How did the Romans use mythology within an oral tradition as a means of preserving history and customs?

57

Topic: Imperfect Tense Grade Level/Subject:

Latin Grades 6 8/HS Level 1 unit XVII

Goal 17: The student will be able to distinguish between the present and imperfect tenses in both Latin and English



Connect Latin roots to English derivatives Determine the tense of a given verb and translate Conjugate a given verb in the imperfect tense Convert verbs from present to imperfect tense and vice versa 7.1 Communication A 4, 5, 6 B 1, 3 ,4 C 1, 2, 3 7.2 Culture A 3 B 2 C 2

How do languages use tense to expand the meanings of verbs? How does Latin express tense differently than English?

58

Topic: Neuter Nouns Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XVIII

Goal 18: The student will be able to identify and construct ending charts for 1st, 2nd, and 3rd declension, masculine, feminine, and neuter.



Identify neuter nouns Decline neuter nouns of the 2nd and 3rd declensions Connect Latin roots to English derivatives 7.1 Communication A 1, 2, 3, 5, 6 B 1, 2 ,4, 5 C 1, 2, 3, 4 7.2 Culture A 1, 2, 4 B 1 C 1

How are nouns that are spelled similarly grouped to aid in second language acquisition?

59

Topic: Roman Numbers and Numerals Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XIX

Goal 19: The student will be able to decipher and construct Roman numerals and use numbers in Latin sentences.



Convert Roman numerals to their English equivalent Convert English numbers to their Roman equivalent Count to 10 in Latin Identify gender of nouns State the rules of noun/adjective agreement Connect Latin roots to English derivatives 7.1 Communication A 2, 3, 5, 6 B 4, 5 C 4 7.2 Culture A 1, 2, 3, 4 C 1

How do ancient and modern systems of numbers compare? What influences the changing of a numeral system? How does a culture create the systems it needs?

60

Topic: Noun/Adjective Agreement Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XX

Goal 20: The student will be able to describe nouns using the correct forms of Latin adjectives



State the rules of noun/adjective agreement Identify gender of nouns and adjectives Decline 1st, 2nd and 3rd declension nouns Connect Latin roots to English derivatives 7.1 Communication A 1, 2, 3, 5, 6 B 2, 3, 4, 5 C 1, 2, 3, 4 7.2 Culture A 1, 2 B 1 C 2

How do adjectives enhance a language? How does the agreement between Latin nouns and adjectives affect the meaning of a sentence?

61

Topic: Principal Parts & Perfect Tense Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 unit XXI

Goal 21: The student will be able to conjugate and translate the perfect tense.



Conjugate verbs in the perfect tense Identify each of the 4 principal parts State the uses of each principal part. Connect Latin roots to English derivatives 7.1 Communication A 2, 3, 4, 5, 6 B 2, 4, 5 C 2, 3, 4 7.2 Culture A 1, 2, 3 B 1, 2 C 3

How does tense help a speaker to express him/herself?

62

Topic: Dative Case Grade Level/Subject:

Latin Grades 6 - 8/HS Level 1 Unit XXII

Goal 22: The student will be able to use the Dative case to express and translate the indirect object in Latin sentences.



Connect Latin roots to English derivatives 7.1 Communication A 1, 2, 3, 4, 5, 6 B 1, 2 C 3, 4 7.2 Culture A 1, 3, 4 B 1, 2 C 1, 2, 3

63

Benchmarks Level III 1. The student will be able to reconstruct the lifestyles of ancient Roman upper class.

2. The student will be able to explain the structure and major political figures of the Republic of Rome.

3. The student will be able to summarize the characteristics of a good Roman host/ess.

4. The students will be able to prepare an authentic Roman dinner party.

5. The student will be able to analyze the events leading up to the fall of the Roman Republic.

6. The student will be able to create and interpret a Roman calendar.

7. The student will be able to re-tell the story of the Trojan War.

8. The student will be able to describe the characteristics of the Trojan War epics.

9. The student will be able to explain the characteristics of piracy in the Roman world.

10. The student will be able to describe the activities common to the Roman baths.

11. The student will be able to analyze the causes and effects of crime in Rome.

12. The student will be able to compare similar literary works across time.

13. The student will be able to describe the events involved in coming of age in Ancient Rome.

14. The student will be able to reconstruct the history and evolution of Roman religious practices.

15. The student will be able to describe major elements of death customs in Rome.

16. The student will be able to describe the effects of other cultures on ancient Rome.

64

Grade Level/Subject: Latin III Unit I Grades 10 - 12

Unit I - Topic: Present Subjunctive: Hortatory Subjunctive through Roman Oratory and Prose The student will be able to recognize and form the present tense of the SUBJUNCTIVE MOOD. The student will be able to read and reproduce the HORTATORY / JUSSIVE SUBJUNCTIVE. The student will be able to recognize FIGURES OF SPEECH commonly used in oratory.

Objectives / Cumulative Progress Indicators (CPI's) The student will be able to:


Identify and reproduce the present tense of the Subjunctive mood according to the correct conjugation of the verb Recognize the present tense of the Subjunctive used in a hortatory and jussive clause Recognize the nominative and accusative cases Recognize Figures of Speech in Latin and English prose and oratory, especially chiasmus, anaphora, polysyndeton, asyndeton, alliteration, synchesis (Latin only). Recognize the major divisions of a speech: e.g., confirmatio, refutatio, peroratio. Understand the importance of oratory in Roman politics Identify the various magesterial offices in Republican Rome

7.1 Communication A 3, 4, 6, B 3,4, C 2, 4 7.2 Culture A 1, 4 C 1

What makes a speech effective? How is a speech organized for maximum effect? What is mood? How is the subjunctive mood used in English? How does the mood of a verb affect the temper and tone of a speech? What are the moods in English and Latin? How do figures of speech make a speech more effective? How important was oratory in the political and social life of the Romans? In what ways have the methods and styles of Roman writers influenced modern oratory?

65

Grade Level/Subject: Latin III Unit II Grades 10 - 12

Unit II Topic: Imperfect Subjunctives: Purpose and Result Clauses through Caesars Gallic Wars and other Roman authors



Analyze the alliances of powerful men and their effect on the Roman Republic Identify and translate purpose and result clauses Recognize and form the imperfect tense of the subjunctive mood. Translate level appropriate passages from Ciceros 1st Oration vs Catiline. 7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1

How do we express the purpose in English? (infinitive phrases: to buy ; so that I may buy) How do we express the result of an action in English? (in such a way that; so many.that) Who was Cicero? What role did he play in Roman politics? What role did Cicero play in the history of Roman literature and oratory? Who was Catiline? Why did he try to overthrow the government of Rome?

66

Grade Level/Subject: Latin III Unit III Grades 10 - 12

Unit III - Topic: All tenses of the subjunctive: Indirect Commands; Indirect Questions; Conditional Sentences; Circumstantial Clauses; Geography and Topography of Gaul and Britain. 1.The student will be able to recognize and form the present, imperfect, perfect, and pluperfect subjunctives. 2. The student will be able to recognize and translate correctly all uses of the subjunctive. 3. The student will be able to locate and identify major landmarks and cities in ancient Gaul and Britain.



7.1 Communication A 2, 3, 4, 5, 6 B 2, 3, 4, 5 C 2, 3 7.2 Culture A 1, 3 C 2

What led to Caesars invasion of Gaul? Why did Caesar find in necessary to invade Britain? Why was the 1st Triumvirate formed? Why was this an important event in the history of the Roman Republic? Why was Caesar assassinated, and what was the aftermath?

67

Grade Level/Subject: Latin III Unit IV Grades 10 - 12

Unit IV - Topic: Review all cases; uses of the ablative case; Review for the National Latin Exam; Deponent Verbs; Deponents that take the ablative case ; Vocabulary associated with Deponent Verbs. The student will be able to identify all cases and their uses in the sentence, especially the ablative. The student will be able to recognize the common Deponent Verbs of each conjugation The student will be able to identify those four Deponent Verbs that take the ablative case: Potior, Utor, Fruor, and Fungor;



Identify the ablative case and all its uses; Recognize the common Deponent Verbs of each conjugation Identify the Deponent Verbs that take the ablative case 7.1 Communication A 1, 2, 3, 4, 5, 6 B 1, 2, 4 C 3, 4 7.2 Culture A 3, 4 C 3

How difficult is the National Latin Exam, Level III Prose? What are the strategies for doing well on the test? How do we do, on average, on the Latin Level III exam? What are Deponent verbs? Do Deponent Verbs exist in English? Why do some of these verbs take the ablative case instead of the accusative case?

68

Grade Level/Subject: Latin III Unit V Grades 10 - 12

Unit V - Topic: Ancient Geography and Cosmology. Greek and Roman Religion and the Afterlife. The student will be able to explain the ancient worlds understanding of earth and the solar system; The student will be able to explain the various religious beliefs and perspectives on the afterlife of the ancients.



Understand the ancients perspective that led them to a geocentric universe. Understand how the ancients came to know that the earth was round. Explain the difference between ancient religion based on mythology and philosophical perspectives on morality and life after death. 7.1 Communication A 1, 2, 3, 4, 5, 6 B 1, 2, 4 C 3, 4 7.2 Culture A 3, 4 C 3

How did the ancient Greeks and Romans view the skies? Did they know that the earth was round? Where did they place the earth in the heavens? Did the ancients believe in a geocentric or heliocentric universe? Did the ancients believe in an afterlife? What was their view on life after death? Do these philosophical views on life after death differ greatly from the mythological viewpoint?

69

Grade Level/Subject: Latin III Unit VI Grades 10 - 12

Unit VI - Topic: Ancient Greek and Roman Music; Musical Instruments; Medieval Musical Notation The student will be able to tell the story of the Music of the Spheres. The student will be able to identify ancient musical instruments. The student will be able to name and identify the Muses.



Explain the idea of the Music of the Spheres Identify the various musical instruments used by ancient musicians Name the muses and their spheres of inspiration Know who Pythagoras was and his contribution to music Explain the origin of do,re,mi 7.1 Communication A 5, 6 B 4, 5 C 1, 2, 3 7.2 Culture

How did the ancient Greeks and Romans listen to music ? Why does music exist? Is it an invention of mankind or is it a creation of nature? Did the ancients have an array of musical instruments? Was music incorporated into other entertainments? Who were the muses who inspired musicians? Was there a scientific or mathematical study of music? Did ancient and medieval music have an influence on modern music?

70

Grade Level/Subject: Latin III Unit VII Grades 10 - 12

Unit VII - Topic: Verbs that take the genitive case; verbs that take the dative case. The student will be able to identify the genitive case of all declensions. The student will be able to identify the dative case of all declensions. The student will be able to identify and translate verbs that take the genitive case. The student will be able to identify and translate verbs that take the dative case.



Identify the genitive and dative cases of all declensions

Identify and translate verbs that take the genitive case

(obliviscor, memini)

Identify and translate verbs that take the dative case (credo, persuadeo, impero, noceo, et al.)

7.1 Communication A 3, 4, 6 B 4, 5 C 2, 3, 4 7.2 Culture A 1, 2 B 2 C 1, 2

Why do some verbs take the genitive case? Why do verbs of remembering and forgetting take the genitive? Why do some verbs take the dative case? Why do some verbs of believing, trusting, persuading, harming, etc. take the dative case?

71

Grade Level/Subject: Latin III Unit VIII Grades 10 - 12

Unit VIII - Topic: Obligation and Necessity The student will be able to identity the various ways of expressing obligation and necessity in Latin.



How is obligation and necessity expressed in Latin? What is a periphrastic? Are there significant differences between the various ways obligation and necessity are expressed?

72

Topic: Grammar Review Grade Level/Subject: Latin IV Unit I Grades 11 12 The student will be able to identify the case and translate correctly nouns of all declensions

The student will be able to identify the conjugation, tense, person, number, and voice of a verb The student will be able to identify the case of the personal, demonstrative, relative, and interrogative pronouns



Identify the case and translate nouns of all declensions that are used in a passage of Latin poetry Identify the verb in a passage of Latin poetry and translate it correctly according to its person, number, tense, and voice. Identify the case and usage of pronouns in a passage of Latin poetry with special emphasis on antecedents. 7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1

Are the grammatical structures of Latin poetry markedly different from the grammatical structures in prose?

73

Topic: 1. Origin of the world according to Ovids Metamorphoses 2. Rise of Augustus 3. Decline of oratory and the rise of poetry in Roman society

Latin IV Unit II Grades 11 12

The student will be able to read for comprehension the opening passages of Ovids Metamorphoses The student will be able to explain the causes resulting in Augustuss ascension to power and how this ultimately led to the decline of oratory in Roman politics The student will be able to compare Ovids explanation of the creation of the universe with the creation stories of other cultures

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: Translate the creation myth from Book I of the Metamorphoses Explain in general terms the political conditions in the 1st century BC in Rome that led to the ascension of Augustus as emperor Compare the creation story as related in the Metamorphoses with the creation stories from other cultures 7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1

Essential Questions/Conceptual Understandings How did Augustus come to power? Why did oratory decline in Imperial Rome? How did Ovid believe the universe was created? How common was this belief?

74

Topic: 1. How literary figures of speech and meter create meaning a effect in Latin poetry 2. How meter is used for effect in Latin poetry 3. Scansion of the dactylic hexameter and the dactylic pentameter

Grade Level/Subject: Latin IV Unit III Grades 11 12

The student will be able to identify literary figures of speech commonly used in poetry The student will be able to scan a line of epic meter (dactylic hexameter) and elegiac meter (dactylic pentameter). The student will be able to explain how literary figures of speech enhance the dramatic effect of Latin poetry. The student will be able to explain how meter enhances the dramatic effect of Latin poetry.



Identify literary figures of speech and their effect on the meaning of the poem Scan several lines of dactylic hexamter Scan an elegiac couplet 7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1

How does meter enhance the meaning of Latin poetry? How do literary figures of speech enhance the meaning of Latin poetry? What is the elegiac couplet? What is an elegy? What mood does it usually convey?

75

Topic: Plot of the Aeneid; Greek antecedents (Homeric epics); Greek forms in Vergils Aeneid; life of Vergil and his literary works; impact of Vergil on Western Literature;

Curriculum Management System Grade Level/Subject: Latin III Unit IV Grades 11 - 12

The student will be able to translate selections of Vergils Aeneid. The student will be able to recognize the influence of the Homeric epics on the Aeneid. The student will be able to successfully recognize and translate Greek grammatical forms in the Aeneid. The student will know the life history of Vergil and his literary works. The student will understand the impact that Vergil has had Western literature.



Translate continuous passages from Book I of the Aeneid Discuss the influence that Homer had on the Aeneid Recognize and translate Greek forms in the Aeneid Discuss the life and works of Vergil Discuss the impact that Vergil and the Aeneid have had on Western literature 7.1 Communication A 2, 3, 4, 5, 6 B 2, 3, 4, 5 C 2, 3 7.2 Culture A 1, 3 C 2

What is the plot of the Aeneid, and how does it conform to the Homeric model? Since Vergil based his poem on the Homeric epics, are there any Graecisms in the Aeneid? How do they differ from Latin forms? Where was Vergil born and how did he become Romes greatest poet? What else did Vergil write? Did Vergil have a major influence on literature in general?

76

Benchmarks Latin IV 1. The student will be able to identify the case and translate correctly nouns of all declensions.

2. The student will be able to identify the conjugation, tense, person, number, and voice of a verb.

3. The student will be able to identify the case of the personal, demontrantive, relative, and interrogative pronouns.

4. The student will be able to read for comprehension the opening passages of Ovids Metamorphoses.

5. The student will be able to explain the causes resulting in Augustuss ascension to power and how 6. this ultimately led to the decline of oratory in Roman politic.

7. The student wil be able to compare Ovids explanation of the creationof the universe with the creation stories of other cultures.

8. The student will be able to identify literary figures of speech commonly used in poetry.

9. The student will be able to scan a line of epic meter (dactylic hexameter) and elegiac meter (dactylic pentameter).

10. The student will be able to explain how literary figures of speech enhance the dramatic effect of Latin poetry.

11. The student will be able to explain how meter enhances the dramatic effect of Latin poetry.

12. The student will be able to translate selections of Vergils Aeneid.

13. The student will be able to recognize the influence of the Homeric epics on the Aeneid.

14. The student will be able to successfully recognize and translate Greek grammatical forms in the Aeneid.

15. The student will know the life history of Vergil and his literary works.

16. The student will understand the impact that Vergil has had Western literature.

77

Curriculum for Latin V Advanced Placement

Vergil Syllabus

. Prerequisites: The AP Latin student should have completed the 4th year of Latin study. Transfer students who have had three years at another high school but who wish to take the AP Vergil Exam will be considered. Under special circumstances, a qualified senior in Latin IV can opt to take the AP Vergil Exam.

READINGS:

Book I: lines 1-519 Book 2: lines 1-56, 199-297, 469-566, 735-805 Book 4: lines 1-488, 642-705 Book 6: lines 1-211, 450-476, 847-901 Book 10: lines 420-509 Book 12: lines 791-842, 887-952

SAT II tests SUMMER STUDY: Students are to read the entire Aeneid in English. ASSESSMENTS/ HOMEWORK: Daily quizzes: vocabulary; or, translation of a passage of 2-4 lines; or, multiple choice questions on a passage already translated.. Tests: translations of previously read passages of the Aeneid; essay questions taken from previous AP exams; multiple choice questions taken from the 1994 and 1999 AP exams, as well as multiple choice exercises from Excelability, previous National Latin Exams, and SAT IIs. Homework: reflecting, in journal format, upon the readings of the day which would include highlighting new vocabulary, explanation of at least one new or difficult grammatical form, synopsis of the plot, character development, and analysis of the passage; also, preparation for the daily quizzes. CLASS ACTIVITIES AND TIME MANAGEMENT(block schedule; 85 minutes every other day) Daily quiz: 5-10 minutes Vocabulary preparation for next quiz: 5-10 minutes Bingus : (bingo game used for vocabulary reinforcement, plot review, history and mythology pertinent to the Aeneid.). 10 minutes Grammar review and exercises/ multiple choice exercises: 20 minutes

78

Sight translation: (about 24-36 lines per class) 25-35 minutes Discussion of passage (vocabulary, grammar, poetic forms, scansion problems, figures of speech) 10 minutes

79

COURSE OUTLINE: Week 1: Book 1: lines 1-11

Introduction to the Aeneid: historical, legendary, and mythological background to the story; literary antecedents; scansion(dactylic hexameter, elisions) ; geography of the Aeneid; review present active and perfect passive participles.

Week 2: Book I: lines 12-123

Syncopated verb forms, e.g., -ere for -erunt in the third person plural perfect active; accusative of place to which (e.g., Aeoliam venit); Greek accusative endings; review scansion; poetic literary figures of speech as they appear in the readings.

Daily quizzes on vocabulary. Check homework (journals) Week 3: Book I: lines 124-207

Narrative use of the demonstrative pronouns (e.g., haec dicta) and their antecedents; speeches in the Aeneid; review scansion; poetic literary figures of speech as they appear in the readings; review other points of grammar as necessary.

Daily quizzes on vocabulary or translation. Check homework (journals) Test: write essay on speeches; how do they reveal the character of the speaker? Week 4: Book I: lines 208-296

Review imperatives and hortatory subjunctives; complementary infinitives and infinitives in indirect statement; review scansion; poetic literary figures of speech as they appear in the readings; review other points of grammar as necessary.

Daily quizzes on translation and scansion. Check homework (journals); continue to reflect upon speeches Week 5: Book I: 297-385

Patronymics, e.g., Aeneadae; review deponent verbs; discuss short essay writing; review scansion; poetic literary figures of speech as they appear in the readings; review other points of grammar as necessary.

Daily quizzes. Check homework (journals)

Test: write 2 short expository essays Week 6: Book I: 386-458

Review forms and uses of the ablative case; anticipation of the ablative with passive voice verbs and verbals; poetic literary figures of speech as they appear in the readings; review other points of grammar as necessary.

Daily quizzes. Check homework (journals) Week 7: Book I: 459-519

Review gerunds and gerundives; review scansion; poetic literary figures of speech as they appear in the readings; review other points of grammar as necessary.

Daily quizzes. Check homework (journals) Test on Book I of the Aeneid: translation, short essay, long essay. N.B. After Book I is read and studied, much of the grammar, scansion problems, and figures of speech will have been discussed. From Book 2 to Book 12, such topics will be reviewed and discussed as needed. Week 8: Book 2: lines 1-56 Introduction to Book 2; Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 9: Book 2: lines 199-267 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 10: Book 2: lines 268-297 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Test on Book 2: lines 1-56; 199-297 Week 11: Book 2: lines 469-525 Daily quizzes; Check Homework; Multiple choice exercise (one per week)

Week 12: Book 2: lines 456-566 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 13: Book 2: lines 735-805 Test on Book 2; Check Homework; Multiple choice exercise (one per week) Week 14: Book 4: lines 1-53

Discuss events in Book 3 (to be read in English); Introduction to Book 4; Check Homework; Multiple choice exercise (one per week) Week 15: Book 4: lines 54-104 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 16: Book 4: lines 105- 159 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 17: Book 4: lines 160-218 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 18: Book 4: lines 219-278 Test on reading of Book 4: lines 1-278; Check Homework; Multiple choice (one per week) Week 19: Book 4: lines 279-330 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 20: Book 4: lines 331-392 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 21: Book 4: lines 393-449 Test on Book 4; Check Homework; Multiple choice exercise (one per week)

Week 22: Book 4: lines 642-705 Discuss Book 5 (to be read in English); Daily quizzes; Check Homework Week 23: Book 6: lines 1-76 Introduction to Book 6; Homework; Daily quizzes; Multiple choice exercise (one per week) Week 24: Book 6: lines 77-155 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 25: Book 6: lines 156-211 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 26: Book 6: lines 450-476 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 27: Book 6: lines 847-901 Prepare for comprehensive test on the Aeneid, books 1-6 Week 28: Books 7-9 (to be read in English) Discuss Books 7-9 for plot and characterizations Week 29: Book 10: lines 420-509 Daily quizzes; Check Homework; Multiple choice exercise (one per week) Week 30: Test on Book 10; Discuss events in Book 11 (to be read in English) Week 31: Book 12: lines 791-842 Introduction to Book 12; Check homework; Week 32: Book 12: lines 887-952 Begin review of the Aeneid: translation exercises; short essay practice

Weeks 33/34: Continue review of the Aeneid; translation exercises; multiple choice practice tests; review essay strategies.

Curriculum for Greek PURPOSE: Greek I is intended to give interested students a basic understanding of the language and culture of the ancient Greek world and its impact on our

own culture. Students will become familiar with the art, architecture, history, politics, religion, and geography of ancient Greece and the eastern Mediterranean region.

STUDENTS: Greek I is an elective. To qualify, students should have at least 2 years of modern language study or one year of Latin. This course is not

recommended for 9th graders, although exceptions can be made for especially qualified freshmen. TEXTS: Oxford Classical Greek Dictionary

Excerpts from the Hebrew Scriptures, New Testament, passages from ancient Greek sources Handouts on vocabulary and grammar. Passages from works of literature, history, and philosophy by ancient Greek authors. READINGS: Homer: Iliad and Odyssey** (excerpts) Hesiod: Theogony ***(passages about the origin of the gods; other passages according to interest) Aeschylus: Agamemnon*** (excerpts) Sophocles: Oedipal Trilogy*** (excerpts) Euripides: Medea** (entire) Hebrew Scriptures: Genesis*(passages on creation; other passages according to interest) New Testament: Matthew*(lineage of Christ; other passages according to interest) Herodotus: Histories **(debate on government; passages about strange customs, animals)

Thucydides: *** The Peloponnesian Wars (speeches about attitudes toward Athens; Pericles Funeral Oration; plague of Athens) Plato: various readings Aristotle: various readings Euclid: ** selections Inscriptions* Poems from various anthologies*** The readings marked * will be in Greek and used for pronunciation/grammar purposes. The readings marked** will be in English and Greek, where possible. The readings marked *** will be in English only The above list will be adjusted according to students needs and interests. ASSESSMENTS/HOMEWORK

Quizzes: Alphabet sequences; letter transliterations; word transliterations; vocabulary. Tests: nouns forms; noun-adjective cases; verb forms; simple sentences; culture Homework: Transliteration exercises; sentence translations

Research/ Projects: Topics will include the art and architecture of Greece; various aspects of Greek culture. National Greek Exam: Introductory level

CLASS ACTIVITIES; TIME MANAGEMENT (alternate block schedule; 85 minutes per period every other day) Quiz or alphabet practice: 5-10 minutes Dictionary work (new vocabulary; derivatives; cognates): 10-15 minutes Bingos: 10 minutes Grammar/ exercises (new and review): 25-30 minutes Greek culture, history, mythology: 20-25 minutes Homework preparation; closure: 5-10 minutes COURSE CONTENT:

Alphabet: Students will know the characters of the Attic Greek alphabet in correct order; lower and upper case; to transliterate Greek letters into their English phonetic equivalents and English letters into their Greek phonetic equivalents

Pronunciation: Students will be able to pronounce Greek letters and words with the correct breathing (rough and smooth); to pronounce Greek words with the correct accent.

Vocabulary: Students will learn the basic vocabulary for a Greek I course taken from a variety of Greek I texts in common usage. Students will also learn the vocabularies of medicine, science, literature, the arts, and government that are Greek based.

Etymology: Strong emphasis will be placed on Greek prepositions that are prefixes in the English language as well as substantives and verbs that are the bases for many English words.

Grammar: Students will learn the following: noun/adjective cases: nominative=subject, predicate nominative

genitive= possession; origin; separation dative= indirect object; benefit; location accusative = direct object; direction vocative= direct address

morphology: noun/adjective endings, singular and plural of the 1st and 2nd declension.

verb endings for the present, future, imperfect, and aorist tenses, active/ passive voice, indicative mood definite article, all cases, singular and plural

syntax: Greek word order prepositional phrases

use of connectives

Mythology: Students will know the twelve Olympian gods, their sphere of influences, their attributes, and the major sites of worship; students will also know the major heroes of Greek mythology: Hercules, Jason, Perseus, Oedipus, Odysseus, their parents, labors and ordeals.

Historical Events and People:

Students will know the dates and historical importance of Pericles, Darius, Xerxes, The Persian Wars, The Peloponnesian War; Athens, Sparta, Marathon, Thermopylae, Socrates, Plato, Aristotle, Herodotus, Thucydides, Aeschylus, Sophocles, Euripides, Aristophanes.

Culture: Students will have a general knowledge of Greek political systems; Greek drama and theater; philosophy.

Art and Architecture: Students will be able to distinguish among the Doric, Ionic, and Corinthian orders; red and black figure vases.

COURSE OUTLINE: (approximations; subject to change according to student needs and interests; also, the topics covered in Greek culture may be either advanced or delayed according to current events, e.g., elections, Olympics, etc.) Week Greek Language Greek Culture Weeks 1-2 Greek alphabet; breathings; Time-line of Greek history; geography of names of gods and goddesses; Mediterranean region; portrayal of Greek transliteration exercises; gods and goddesses in art; excerpts from genitive case (-, ) Hesiod. quizzes on alphabet Weeks 3-4 Greek alphabet; accents; Olympian gods and goddesses in Homeric epic; names of Greek cities, locations read excerpts from the Iliad and Odyssey; artistic in Homeric epic poetry; renderings of episodes in the Iliad and Odyssey writing simple sentences about on vase paintings. the gods and their realms; transliteration exercises; quizzes/test on Greek letters, accents

Weeks 5-7 Nominative and accusative cases, History of the Greek language in scripture. 1st and 2nd declensions Jewish theologians who wrote in Greek;. definite article; read Genesis, and significance of Greek as the language of the Mark; quizzes on alphabet; vocabulary New Testament. , present and imperfect tenses

Weeks 8-10 Present tense of regular - verbs. Discuss the Greek theater: beginnings, major genitive case(in full); genitive with playwrights, architecture of the Greek theater; certain prepositions (, , , read excerpts from Orestia, Oedipus; Medea , , , , , , (entire) show video of Medea in Greek. , ,) quizzes on prepositions and the genitive case.

Weeks 11-13 Future tense of regular - verbs; Influences of Greek theater on modern theater; dative case (in full); dative with certain discuss Mourning Becomes Electra.; begin prepositions (, , , , , discussion of Greek historians: Herodotus; read , , , ,); selections from Histories; discuss Persian Wars. semester test.

Weeks 14-16 Imperfect tense of regular - verbs; Herodotus (continued): read passages regarding accusative case (in full): accusative political systems; discuss the political systems of with prepositions (, , , Athens and Sparta; compare and contrast with , , , , , , , American political systems; read relevant passages , ); readings in adapted texts from from The Federalist Papers; Herodotus; quizzes on tenses and prepositions/prepositional phrases

Weeks 17-19 Aorist tense of regular - verbs; Herodotus: read passages on animals, strange 1st and 2nd declensions in full; customs. Oracles in Herodotus. Irregular nouns of the 1st and 2nd; Read adapted passages of Herodotus; quizzes on nouns; test on verbs

Weeks 20-22 3rd declension nouns and adjectives; Thucydides: read, in English, passages related to passive voice of - verbs Peloponnesian War, it origins and aftermath; genitive of agent read Pericles Funeral Oration and the Plague of quizzes on verbs Athens; speeches regarding Athens; passages from Euripedes plays that refer to Athenian foreign policy. Weeks 23-25 Imperatives and infinitives of verbs; Greek philosophy: discuss life of Socrates; Plato read adapted excerpts of Herodotus; Platos theory of forms; Platos theory of practice for National Greek Exam government. quizzes on vocabulary, verb/noun forms

Weeks 26-27: Practice for National Greek Exam; Review for NGE Take the National Greek Exam Take the National Greek Exam

Weeks 28-30 Contract verbs; present, imperfect, Greek philosophy: Aristotle: logic, poetics, future, aorist tenses. Read passages influences on science, religion, art. Begin of adapted Herodotus; quizzes on vocabulary discussion of Epicureanism, Stoicism.

Weeks 31-33 -mi verbs: isthmi, didwmi Women in ancient times; Sappho present, imperfect, aorist, future Inscriptions readings from Herodotus, adapted; inscriptions

Weeks 34-36 Degrees of comparison of adjectives; Read excerpts from Euclid continue readings in Herodotus; review for final exam. review for final exam

Week 37-38 Review for final exam Review for final exam Final exam Final exam

6-12_latin

Documents

knowledge of latin

study of latin

latin level

latin v

reading of latin

latin roots

latin language goals

greek language