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TITLE Latin Curriculum Standards. Revised.INSTITUTION Delaware State Dept. of Public Instruction, Dover.PUB DATE Nov 90NOTE 50p.

PUB TYPE Guides - Classroom Use - Teaching Guides (ForTeacher) (052) -- Legal/Legislative/RegulatoryMaterials (090)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Behavioral Objectives; Cultural Awareness; Cultural

Education; *Curriculum Design; EducationalObjectives; Elementary Secondary Education; FLES;Grammar; *Latin; Oral Language; Peading Skills;Second Language Instruction; *Second LanguagePrograms; *State Standards; Statewide Planning;Writing Skills

IDENTIFIERS *Delaware

ABSTRACTDelaware's state standards for the Latin curriculum

in the public schools are presented. An introductory section outlinesthe goals of Latin program for reading, cultural awareness,grammar, writiny, and oral language and briefly discusses thephilosophy of and approaches to Latin instruction in elementary andmiddle schools. Three subsequent sections outline fundamentalgrammatical concepts and present specific behavioral objectives for avariety of topic areas at each of three instructional levels,including levels: I (grades 4-6, 7-8, 9, 10, 11, and 12); II (grades

7-8, 9, 10, 11, and 12); and III-IV (grades 9, 10, 11, and 12). Topicareas include the following: the world of the ancient Romans;greetings and leave-taking; classroom communication; mythology andlegend; famous Romans and legendary history; Roman names; the Romanfamily and home; Roman food and dress; everyday life; our Latinlinguistic and artistic heritage; politics and history; Romanholidays; Roman social structure; Caesar's commentaries and otherLatin readings; and Roman oratory, comedy, and poetry. A 17-itembibliography is included. (MSE)

1************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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LATIN CURRICULUM STANDARDS

BEST COPY AVAILABLE

The Delaware Department of Public Instruction

October, 1989

-PERMISSION TO REPRODUCE THIS Revised November, 1990 DEPARTMENT OF EDUCATIONFleseaff"f", and ,moro,errpf+f

f [)of..AnONAL Rf SOURCES INFORMATIONCE NTER ERIC

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TO THE EDUCATIONAL RESOURCESINFORMATION CEN ER (ERIC)

2 v/f.* ,rp.,,(..$ SI0100 (kg urnnt ,:1 re( essardy ,eprSen1 Of I.( ,8101 f7: pos.f.nr, of policy

The Delaware Department of Public Instruction does not discriminate in employment or educationalprograms, services or activitic, based on race, color, national origin, sex, age, or handicap in

accordance with the State and Fedaal laws. Inquiries should be directed to Department of PublicInstruction, Business and Personnel Manager, P. 0. Box 1402, Dover, Delaware 19903,Phone (302) 739-46W.

This publication is ovailable in microfiche from the Bureau of Archives and Records, Hail ofRecords, P. O. Box 1401, Dover, Delaware 19903, and printed in the U.S.A.

This publication was developed by the Department of Public Instruction, Instructional ServicesBranch.

Document No. 95-01/90/10120

3

LATIN CURRICULUM STANDARDS

Rebecca H. Scarborough, State SupervisorForeign Languages

The Delaware Department of Public InstructionInstructional Services Branch

Instruction Division

The Delaware Department of Public Instruction

Revised November, 1990

4

DELAWARE STATE BOARD OF EDUCATION

Paul R. Fine, PresidentMontchanin

Kent S. Price, Vice-presidentMilton

Arthur W. BoswellWilmington

Howard E. CosgroveNewark

Richard N. FarmerNew Castle

R. Jefferson ReedDover

Dorothy H. SmithTownsend

William B. KeeneSecretary

Officers of the Department of Public Instruction

Townsend BuildingP.O. Box 1402

Dover, Delaware 19903

William B. KeeneState Superintendent

James L. SpartzDeputy State Superintendent of Administration

Robert E. SchillerDeputy State Superintendent of Instructional Services

Henry C. HarperExecutive Assistant

Primo V. ToccafondiAssistant State SuperintendentInstructional Services Branch

TABLE OF CONTENTS

Foreword

The Latin Curriculum Standards Committee vi

Goals of the Latin Program vii

Latin in th Grades xi

Latin Curriculum Standards 1

Level I 1

Level II 18

Level III - IV 30

References 37

FOREWORD

Many are the benefits derived from the study of Latin. Not only does itsstudy give the students access to the world of the Romans (and through themthe world of the Greeks), but it also promotes an awareness of WesternCivilization's rich and diverse heritage from the Classical world, improvesthe ability to communicate in English, and facilitates the lea"ring of otherlanguages.

The Carter Commission led the way in 1979 in advocating the study of foreignlanguages as a means of enhancing general linguistic and communication skills,as well as cultural awareness. Subsequent national educational committees andgroups have joined them in stressing the importance of foreign language studyto the nation's economic, political, and strategic health. Among them are theNational Commission on Excellence in Education, the College Board'sEducational Equity Project, the Council of Chief State School Officers, andthe National Governors' Association Task Force on International Education.

The study of Latin continues to be a viable second language option for today'sstudents. All students should have the opportunity to experience first-handthe rich heritage of the lal.;uage and civilization of the ancient Romans.

Work on these curricul,m standards was begun in June of 1987 as committeemembers reviewed and discussed current research and developments in the fieldof Latin instruction for today's students. Input and comments from theState's Latin teachers were solicited and received. The committee is mostgrateful to the Indiana Department of Education for permission to adapt and/oradopt many of the ideas and activities presented in A Guide toProficiency-Based Instructiotin _Latin (1987).

This volume does not address the practical problems of relating syllabusdesign to matters of textbooks, teachers' abilities and orientation, nor doesthe sequencing of topics correspond to any given textbook. The standards areto serve as guidelines for school district personnel having responsibility forprogram development, management, and implementation.

It is the curriculum committee's desire that these standards, with their freshapproach for contemporary students, will add new vigor and support for Latinprograms throughout the State and that Delaware will soon join the ranks ofthe many other states which are experiencing a resurgence in Latin enrollment.

ACKNOWLEDGEMENTS

THE LATIN CURRICULUM STANDARDS COMMITTEE

Sara J. OrrBrandywine School District

Henry A. Schaefer (retired)Red Clay Consolidated School District

Beverly W. Vanneman (retired)Brandywine School District

Chairperson:

Rebecca H. ScarboroughState Supervisor of Foreign Languages

Delaware Department of Public Instruction

Editorial Consultat'on:

Anthony O. Leach, II

Typesetting and Layout:

Natalie D. WayDepartment of Public Instruction

vi

GOALS OF THE LATIN PROGRAM

The desirable learning outcomes for Latin differ markedly from those for themodern foreign languages. Because Latin is taught primarily as a literaryrather than a spoken language, the goals of Latin are described primarily interms of reading proficiencies rather than speaking proficiencies. Today'sstudents take Latin not only to read Latin and gain awareness of andappreciation for the contributions of the Roman world to Western society, butthey also study it for the many advantages it gives them in their Englishvocabulary development, in better understanding their own language, and inlearning other foreign languages. The study of Latin truiy is a soundeducational investment and offers students many dividends, includingheightened language facility, immersion in the world of classical culture, andan introduction to the grea'.: literary and artistic masterpieces of heancients.

Reading 4:?als

The primary goal of Latin study is the development of the ability to readauthentic Latin and thus to experience first-hand the wealth of the literarytreasures of the Romans -- their feelings, ideas, values, and imagination.Maximum experience should be given the student in reading graded materials andprogressing from simple "made" Latin narratives to edited, abridged, andannotated materials. Latin readings should reflect the life, history,civilization and culture of the ancient Romans. Vocabulary acquisition shouldbe integrated with derivative and word study work in meaningful contexts. In

order to measure the students' ability to read and understand texts, theyshould be expected not only to render literal translations, but also to answercomprehension questions, to paraphrase, and to summarize passages.

This special training in reading proficiency also enhances the students'ability to communicate in English.

As students p-oceed to an advanced level of study, they will be expected tounderstand authentic, unsimplified prose without undue reliance on adictionary and will be expected to translate prose or poetry into reasonablyaccurate English. Combined with the task of learning more about the languageis the development of the ability to skillfully convey an author's nuances 0fmeaning and style in English.

The ultimate target texts for reading for literary appreciation are themasterpieces written during the Roman Republic and early Roman Imperial Era,from approximately the time of Plautus to the time of Apuleius. WhileClassical Latin is the main object of study in American schools, an exposureto Medieval Latin for its own sake or for interesting contrasts is alsoenriching. In addition, non-literary texts such as inscriptions, graffiti,and coins provide valuable authentic materials, particularly for beginningstudents.

ClaULA

On par with the goal of reading is the goal of developing in the student a

knowledge, understanding, and appreciation of classical civilization and itsinfluences on the Western world. The language and the culture of the Romansare inseparable. The study of Latin offers the dual benefit of linguisticskills development while, at the same time, opening up for the studeOs therich and exciting world of classical civilization and culture and itsinfluence on the present--in language, literature, art, architecture,government, law, philosophy, religion, etc. While readings in translation canbe a valuable supplement to Latin and may provide access to much informationthat students not yet capable of handling in the original could get, theteacher must take care that the Latin class not become a class in ancienthistory or civilization taught almost wholly in English. Cultural studiesshould evolve naturally from or culminate in Latin readings.

These standards, by integrating specific cultural topics with linguisticcontent, provide students with interesting and relevant material on theevery-day life, customs, religion, politics, history, etc. of the ancientRomans. Latin is a natural for content-Used instruction, as its pursuitcrosses over into many other content aret.c such as the language arts,geography, history, art, etc. As students begin to comprehend what theancient Romans have to say to the modern world and as they are encouraged tomake comparisons and contrasts with contemporary culture, they, hopefully,will develop as more culturally sensitive young people and learn to interactmore positively and more tolerantly with the diverse cultures in today's world

GramrniE

The study of grammar is a tool to comprehension. Knowledge of Latin grammarper ig should not be a long-range instructional goal and should assume aproper supporting role in the Latin curriculum. Teachers should not mistakethe mastery of grammar in terms of recitation of rules and the ability tomanipulate patterns out of context for mastery of a particular level ofreading proficiency. Students need time to assimilate the vast amount ofinformation needed to describe and control the Latin language, which is sovery different from English. Although, traoltionally, all Latin grammar istaught by the end of Level II, there is a rationale for extending its teachingover a longer period, into the third and fourth levels. Advanced grammaticaland rhetorical material shou:d be studied in the context of the literature. A

spiraling approach, which involves several introductions and treatments of agiven structure, first for concept control, then for receptive control, andfinally for partial, then full productive control, is an appropriate notionworth borrowing from our proficiency-oriented modern foreign languagecolleagues.

The reliance of Latin upon morphology rather than word order for meaningcompels students to become acutely aware of grammar and syntax. The closetextual reading and linguistic analysis required for its comprehensioncontributes to a better understanding of English and other languages.

410

Wri ti ng

The writing of Latin is a valuable pedogogical tool to be utilizedappropriately for communicative use and to help students in the development oftheir reading skills. Its main value is in exercising and reinforcinastudents' grammatical precision, in emphasizing the uniqueness of Latinidiomatic expression, as well as demonstrating variations in Latin word orderand stylistic nuances. Rather than performing purely manipulative exercises,isolated and out of context, the student should be encouraged to writemeaningful and communicative prose in the context of a reading or culturallesson. The teacher should be careful to ensure that writing does not becomethe primary skill taught at the expense of the ultimate outcome -- reading.

Oral Latin

Even though there are no living native speaker3 of Latin, the case for oralwork and conversational Latin, nonetheless, is strong. Oral familiarityreinforces a language's living qualities, reading aloud promotes an auditory"feel" for the language, and Latin phonology is important in the understandingof poetry. Simple classroom interaction in Latin, choral repetition, anddictation are a means of reinforcing the sounds and forms of the language.Teacher; are encouraged to speak Latin as often as necessary and to provideopportunities for students to comprehend the spoken language in the form ofdirectives, commands, questions, and simple narrative descriptions.

The skills of listening to and speaking Latin are important, not only infacilitating the reading process, but also in facilitating writing. Studensshould be expected to write any Latin that can be used orally. An almosttotally phonetic language, accuracy in pronunciation will reinforce accuratespelling and proper recognition of words and phrases as read or heard. Thefact that most extant Latin literature was intended to be heard rather thanseen is further justification for the importance of an oral experience. Groupreading and choral recitation are teaching techniques -- even a literary genre(consider, for example, the wedding hymns of Catullus)-and to be encouraged inthe study of Latin. In order to make this experience as valid as possible,the so-called "restored classical pronounciation" should be used, withstudents' exposure to the ecclesiastical pronounciation as their studyadvances.

lx1

LATIN IN THE GRADES

While traditionally a program for ccllegc-bound students, Latin has begun toreach a new population of elementary and middle school students, includingthose from linguistically diverse backgrounds and the average or below-averageachiever. The widely-acclaimed success stories of several elementary Latinprograms piloted in inner-city schools with large minority populations haveattracted attention nationwide. A number of research studies demonstrate theunique value cf Latin in extending the English vocabulary of students, inimproving their reading scores in English, and in enhancing their basic skillsin other respects. Programs specifically designed for this population stressinnovative approaches and objectives employed to accelerate linguisticconfidence and build skills while engaging students in an exciting and usefulcontent area. Considering the legacy that the Latin language has left on theEnglish language 4nd on Spanish, the second most spoken language in America.Latin is a natural for representation in content-based language instructionfor American and immigrant children alike.

While the goals of a Latin FLEX or FLES program differ from those of a fullyarticulated program. the Latin teacher in the elementary grades should findmuch that is valuable in these standards and certainly may consider them as anorganizing principle. It shmild be noted, however, that provisions have beenmade in these standards for a fully articulated Latin program to begin asearly as grade four. For example, the content of Level I is appropriate forgrades four th-ough six, seven through eight, or nine, ten, eleven or twelve.

The case for earlier Latin study builds momentum when one considers theadvantages it offers for longer sequences of study, opportunities for advancedplacement courses, and its utility as a frame of reference for the study ofother languages.

2

LATIN CURRICULUM STANDARDS

Level I

Grades 4-6, 7-8, 9, 10, 11, and 12

The following grammatical concepts are fundamental in the instvuction oftopics to be covered in Latin I:

1. the inflection and uses of nouns, pronouns, and adjectives;2. the formation and uses of adverbs;3. the conjugation of the six tenses, active and passive, in the

indicative and imperative moods;4. cardinal and ordinal numbers;5 simple and correlative conjunctions; and6. the formation and use of infinitives and participles

The program will provide instruction The student will be expected to:in

1. The world of the ancient 119mans/the known world

1.1 Given a map of the Ryman world atits greatest extent, locate andpronounce the names of thecountries twit fell under theinfluence of Rome.

1

13

Linguistic Content

VoLabulary: Britannia, Gallia,Africa, Aegyptus, Macedonia,Corsica, Sicilia, Asia, Hispania,Palestina, etc.

Eftooloay: pronounciation, wordstress, phoneme - graphemerelationships

1.2 Given a map or maps of thecountries where Latin was spoken,be able to locate geographicpoints (mountains, rivers, andmajor cities).

Linguistic Content

Vocabylary: Alpes, MareHadriaticum, Mare Nostrum, Roma,Ostia, Brundisium, Magna Graecia,Rubico. and Pyrenaei

Structure: spelling of place names

1.3 Given a map of the ancient world,be able to answer teacher-generated questions about thelocation of geographical pointsand briefly describe them.

Examples: Ubi est Rome/Rona inItalia est. Est urbs pulchra.Estne Sicilia magna insula?/Ita.Sicilia est magna insula.

Ubi sunt Corsica etSardinia?/Corsica et Sardiniasunt in Mari Intorno. Sunt

magnae insulae.

Linguistic Content

Vocabulary: descriptiveadjectives, prepositions

Structure: interrogatives,agreement, predicate nominativesand adjectives, being verb,prepositional phrases

14

-2-

2. The world of th ancient 2.1 Given a map of Rome that shows

4111Romans/Ancient Italy geographical features and

monuments, write in Latin aspecified number of famous placesto visit (e.g., the Tiber, theColosseum, and the Baths ofCaracalla).

Linguistic Content

Vgabylary: nouns for Romanstructures and monuments (e.g.,Forum Romanum, Circus Maximus,Mons Palatinus, Colosseum, andCampus Martius)

Structure: agreement, being verb,descriptive adjectives

2.2 Given a map of Italy, locate andwrite in major geographicalpoints (e.si., Roma, Brundisium,Pompeii, Ostia, and Via Appia).

435

Linvistis Content

Vocabulary: names of geographicpoints

Structure: agreement

3. Greetings/leave taking 3.1 Role playing Roman characters,greet each other.

Eumoles: Salve, Marce.Valete, Iuli et Iulia.Quid agis, hodie?Bene, gratias.Quaeso.Tibi gratias ago.

Linguistic Content

Locabulary: Roman names

tructure: expressions ofgreeting and leave-taking,inquiry about health/welfare,expressions of politeness andgratitude, imperatives,vocatives, dative case

16-4-

4. The "world of the classroom" 4.1 Understand commands and carry outactivities involving classroomenvironment.

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1 7

Examples: Quis abest hodie?Publius abest.Adsuntne Gaius et Julius?Aperite libros, discipuli.Specta chartam geographicam.Claude ianuam, quaeso.

Linguistic Cpntent

VocOulary: Objects in theclassroom, ordinal numbers

Structure: imperatives, basicprepositional phrases, directobject, interrogatives, numbers,action verbs

5 n The gods 5.1 Given pictures of Roman deities,identify each in one or two Latinsentences.

Examples: Iuppiter erat rexdeorum. Signum eius fulmen erat.

Diana, dea lunae, cervum etsagittas habebat.

Venus erat dea amoris. Filius

eius erat Cupido (Amor).

Linguistic Content

Vpubulary: names of the gods(Greek and Roman), their symbolsand spheres of influence

Structurg: agreement, genitive,predicate nominatives andadjectives, imperfect tense

5.2 Given pictures of scenes fromstories about the Roman deities,be able to describe in a sentenceor two the scene (in Latin).

Examples: Pluto, rex inferorum,Proserpinam rapuit. Ceres, materProserpinae, filiam petit.

Diana filias Niobes interficit.Apollo filias eius interficit.

Daphne a deo fugit.

Linguistic Content

Yocabulary: appropriate verbs andnouns

Strycture: accusative case.prepositional phrases, appositive

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6. Mythology and legends 6.1 Given a list of titles ofmythological stories and a set ofbrief Latin paragraphs describingeach of these myths, be able toselect the correct titles.

Examples: Daedalus et IcarusTheseus et MinotaurusMidas

Linguislis Content

Vocabulary: names of heroes(Greek and Roman), monsters,etc., appropriate verbs and nouns

Structure: agreement, accusativecase, prepositional phrases,appositives, imperfect tense,perfect tense

6.2 Given pictures of scenes frommythology, be able to describe inLatin what is happening in asentence or two.

Eomples: Iason et viri adColchidem navigant.Theseus Minotaurum gladiointerfecit.

Linouistic Content

Vocabulary: appropriate verbs andnouns, prepositions

Structure: agreement, accusativecase, prepositional phrases,appositives, perfect tense

6.3 Given a series of Latindescriptions of events in theTrojan War, the adventures ofJason and the Argonauts, thestory of Phaethon, etc., arrangethem in chronological order.

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19

Examples: (The Trojan War)Troia a Graecis capta erat.Graeci equum ligneumaedificaverunt.In Africa Dido Aeneae auxiliumdedit.Troiani cum Graecis decem annosbellum gesserunt.Aeneas cum patre, filio,sociisque fugit.

Linguistic Content

Vocabulary: appropriate nouns,verbs, and adjectives

Strgcture: prepositional phrases,passive voice

2 0

7. Famous Romans/legenaary history 7.1 Given a list of famous Romans,write a one-sentence Latindescription of each.

Examples: Iulius Caesar dictatorperpetuus erat.Vergilius poeta clarus erat.Augustus Caesar imperator primuserat.

Li aqui sti,c Content

Vocabulary: descriptiveadjectives, occupations

atmaturg: agreement, past tense,predicate nominative and adjective

7.2 Given a Latin passage involving alegendary hero, retell the storyin English in his/her own words.

-9-

Examples: Romulus et RemusHoratiusCincinnatus, etc.

Linguistic Contgnt

Vocabulary: English paraphrasing

itruturg: agreement, past tense

21

Roman names 8.1 Given the "praenomina," "nomina,"and "cognomina" of fictitiousRoman fathers, be able to nameone son and one daughter for each.

Linuatic Content

Vocabulary: "praenomina,""nomina," "cognomina"

Structure: masculine and femininegender, nominative case

8.2 Given the names of at least twosons and the father adoptingthem, be able to write all fournames of each adopted son.

Lingujstic Content

Vocabulary: "praenomina,""nomina," "cognomina"

Structure: masculine gender,nominative case

8.3 Given an authentic family tree ofa Roman family, identifyrelationships in simple Latinsentences.

-10-

Examle: Aurelia erat materC.Iulii Caesaris.Filia C.Iulii Caesaris erat Iulia.Maritus Iuliae erat Cn. PompeiusMagnus.Uxores Caesaris erant Cornelia,Pompeia, Calpurnia.

Linguistic Content

Vocabulary: family members,proper names, commonabbreviations for praenomina (M.,P., Q., T., Ti., etc.)

Structure: possessives, pasttense of "sum," predicatenominative, accusative case

22

e

9. The Roman family and home 9.1 Role playing in English the partof a Roman girl or boy, explainwhen the "bulla" would be putaside or describe a Roman weddingor ceremonies involved inassuming the "toga virilis."

23

9.2 Given an authentic floor plan ofa Roman "domus," label all therooms and areas in Latin.

Li ngui sti c Content

Vocabulary: the names of therooms and areas in the house

9.3 Given a floor plan of a typicalRoman "domus" with some rooms andareas identified in Latin, writeone Latin sentence explainingsomething about each Latin term.

Examples: Cena in triclinioponitur.Canis aut picture. canis in ostioest.

In culina servi cibum parant.

Linguistic Content

Vocabulary: verbs of action,furniture, household articles

Structure: agreement (noun, verb,adjective), prepositional phrases

10. Roman food and meals 10.1 Given a list of Roman foods,write a menu for "ientaculum,""prandium," and "cena."

Liamati; Cvntot

Vocabulary: foods, meals,beverages

itrug_tual agreement

10.2 Given a list of Roman foods,write a menu for a typical "cena"and cne for a special "cena" forguests.

-12-

Lijigufl.tic ConteLnit

Vocabglary: foods, beverages,delicacies

Structure: agreement

24

fp

11. Roman dress 11.1 Given a series of illustrationsof Roman garments and items ofclothing, identify each in Latinand specify who wore it (e.g.,"viri," "pueri," "feminae")

Linguistic Content

Vocabulary: names of garments andarticles of clothing, parts ofthe body

structure: gender

11.2 Given a list of articles ofclothing, be able to describeeach, including who wore it, inEnglish.

13

Examples: "stola," "palla,""soleae," "toga praetexta,""tunica," "calcei," "togavirilis," "bulla."

2 5

12. Everyday life 12 1 Given a series of Latin dates, beable to write the English monthand day for each.

Linguiltig Content

Vocabulary: number, months,"Kalendae," "Idus,' "Nonae"

Structure: grammar used inexpressing dates

12.2 Given a picture of an urbanstreet scene (e.g., a triumph, afuneral procession, shops,vehicl2s, a sedan chair), be ableto write 5-1C Latin sentencesdescribing elements in thepicture.

Linguistis Content

Vocabulary: modes oftransportation, shops, buildings,social classes, P rofessions

Strusture: agreement, descriptiveadjectives, prepositional phrases

12.3 Given illustrations, identify thetypes of structures Romans sawevery day (e.g., "templum,""basilica," "aquaeductus,""balneae," "villa," "insula,""pons") in Latin.

Linguistic Content

Vocabulary: names of structures

12.4 Role playing the part of atypical Roman, describe one facetof everyday life in English(e.g., the baths, the games, ameal, a day al: school).

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26

12.5 Given a passage of Latirconcerning some facet of Romanlife, summarize thE content inEnglish, translate the passageinto English, or answer Englishquestions over the content.

12.6 Given a passage of Latinconcerning some facet of Romanlife, write Latin responses toLatin questions over the content.

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27

13. Our Latin heritage/ 13.1

English derivatives;Romance language derivations

13.2

13.3

13.4

Given a list INf Latin words,supply one Ekglish derivative ofeach and use that derivative inan English sentence.

Given an English paragraph inwhich the words derived fromLatin sources have beenunderlined, supply the Latinsource and define the derivativein English.

Given an English paragraph, beable to identify ez set number ofwords derived from Latin.

Using French, Spanish, or Italiandictionaries to examinederivatives from the same Latinroot, be able to makegeneralizations about possiblepatterns.

162S

14. Our Latin heritage/Latinabbreviations, phrases andmottoes used in English;Latin proverbs

14.1 Given a list of Latin abbre-viations commonly used in English,translate each into English anduse each in an appropriateEnglish sentence.

Examples:etc.

et al.P.M.

A.D.

P.S.

i.e.

14.2 Given a list of Latin phrasescommonly found in English, defineor explain each in English.

Examples:mea culpaad infinitumalma materin loco parentisin totocum laude

14.3 Given a list of mottoes orquotations commonly used inEnglish, define each in English.

Examples:Mens sana in corpore sano.Tempus fugit.E pluribus unum.Semper fidelis.

14.4 Memorize aphorisms from authentictexts to reinforce currentlylearned vocabulary or grammar.

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Examples:Vestis virum facit.

Level 11Grades 7-8, 9, 10, 11, and 12

Instruction in Level II opens with a systematic review of the material covered

in Level I. While the work in Level I is concerned with basic grammar forms,

Level II is concerned with Latin syntax, including:

1. the formation and use of gerunds and gerundives;2. the formation and use of the subjunctive mood;

3. the irregular verbs, especially "fero," "fio," "eo," "volo," "nolo,"

and "malo," and4. the deponent verbs;5. the comparison of adjectives and adverbs.

The p-ogram will provide instruction The student will be expected to:

in:

1. Politics and history/electiveoffices/famous Romans/periodsof Roman history

1.1 Given the "cursus honorum," beable to describe one duty of eachoffice in English.

1.2 Given a 'list in Latin of theduties of public office holders,their terms of office, and theelective body, be able toidentify each - "consul,""quaestor," "tribunus," etc..

1.3 Given a list in Latin ofhistorical events, be able toidentify the person or personsassociated with the event.

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eos"'

Examples: Ultima verba huiusdistatoris erant "Et tu, Brute!"

Cum Curiatii egm sequerentur tresomnes Curiatios superavit.

In ignem dextram manum iniecit.Rex, tantam virtutem admiratus,moveri ab altaribus virum iussitet liberum invulneratumquedimisit.

Reqea Romam a principio habuerunt

1.4 Given a list in Latin ofhistorical events spanning thewhole of Rome's existence, beable to identify the period inwhich it occurred -- themonarchy, the republic, or theempire.

1.5 Given the story in Latin of afamous Roman (e.g., Cincinnatus,Horatius, Lucretia, Scaevola), beable to explain the value(s)exemplified by the acts of thisperson.

1.6 Given a map of the Roman world,be able to label a given numberof territories under Roman ruleat a specific point in time.

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2. Roman holidays 2.1 Role play a Roman teenagerwriting a letter to a friend todescribe (in English or Latin)the recent "Saturnalia" he/shejust celebrated.

2.2 Given a list of Latin holidays,describe each in a Latin sentence.

2.3 Given a study of Aartial'sSaturnalia "gift tags" in Latin,select Saturnalia gifts to begiven to three friends and writ.,2Latin gift tags to go with them.

2.4 Given a series of Martial'sSaturnalia "gift tags" in Latin,write English translations whichconvey the content and spirit of

Martial.

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3. Everyday life 3.1 Role playing the parts of typicalRomans, recreate in Latin a scenefrom everyday life (e.g., a meal,a day at school, an experience atthe baths, an experience at thegames).

3.2 Given a Latin list of areas inthe baths, write a one-sentenceLatin description of the activityin each area.

Example: "calidarium" - In aquacalida populi se lavant.

"bibliothEca" - Populi libroslegunt.

"frigidarium" - Viri in aquafrigida natant.

"apodyterium" - In hoc locovestes ponuntur.

"unctorium" - Oleum in corporeponitur.

3.3 Given a series of Latin graffitifrom Pompeii and other cities,either a random selection.or allon a specific topic, be able tointerpret them correctly byexplaining their meaning ortranslating them.

3.4 Given a study of Latin graffitifrom Pompeii and other cities,compose a Latin graffito to bedisplayed on a bulletin boardmade to resemble a Roman wall.

3.5 Be able to write a Latin letterto demonstrate his/herunderstanding of "hospitium,"using the following data andquestions.

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Tu iter Neapolim facies ubihospes habitat. ru hunc hospitemnon cognoscis.

Quo die in animo pervenire apudhospitem habes?

Qui tecum iter facient?

Quam diu -um hospite manebis?

Quos cibos non edere potes?

Quo instrumento te esse hospitemverum probabis?

4. Myths and legends 4.1 Given a particular myth as aLatin reading (e.g., Daphne andApollo, Cupid and Psyche.Atalanta and Hippomenes, Baucisand Philemon), retell the tale inhis or her own words in English.

4.2 Having read in Latin the exploitsof one of the heroes (e.g.,Ulysses, Aeneas, Jason and theArgonauts, Hercules), be able torecount in English the hero'sadventures.

4.3 Be able to identify each of thelabors of Hercules from a Latindescription.

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Examples:

Tria milia boum in stabuloingentis magnitudinis inclusit.

Ad hoc tempus stabulum numquampurgatum est.

Postouam per totum annumcucurrit, cervum cursu defessumcepit et vivum ad Eurystheumregem rettulit.

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5. Roman social structure 5.1 Role playing the part of a Roman"patronus," explain themanumission of a slave.

5.2 Having studied Roman slaves,freedmen and plebeians, comparetheir lives, citing the problemsand/or advantage inherent in each.

5.3 Role playing the part of asoldier, explain to a friend whatkind of work can be anticipatedby each of the following captiveswho have been taken into slavery.

fxample:

An unskilled middle-aged man.

Two handsome twin teenage boys.

An older experienced teacher ofGreek.

An elderly sick slave.

5.4 Role playing the part of a Roman"patronus," explain the"salutation to a foreign visitor.

5.5 Given a series of Latinsentences, each describing anactivity associated with aparticular profession, identifythat profession.

5.6 Role playing the part of a youngman, describe his recentassumption of the "toga virilis"to a young friend.

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6. Caesar's CommeRtarii di 1111Q 6.1 Given a map of ancient Gaul, beGallico able to identify its three major

divisions, Helvetia, andHelvetia's natural boundaries.

6.2 Having studied the Cpmentarii,be able to provide both pro andcon arguments for Caesar'sinvolvement in Transalpine Gaul.

6.3 Given a list of major charactersin the Commentarii, be able toidentify them by selecting theproper Latin description.

Example:

Erat nobilissimus apud Helvetio,.

Fortissimi omnium Gallorum erant.

Orgetorix, Belgae.

6.4 Having read the Helvetian episodein the Commentarij, role play asituation in which he/she is aHelvetian survivor explaining whythey migrated, their difficultiesleaving, their encounter withCaesar, and the return home.

6.5 Role playing the part of a youngRoman draftee, write an Englishletter to his father describingthe army on the march.

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7. Our Latin heritage/Englishderivatives

7.1 Given a list of Englishderivatives with common Latinroots, be able to give each Latinroot, and the meaning of theroot, and to use the word in anEnglish sentence.

26

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gumples:

elocution, veracity, lucidity,etc..

8. Our Latin heritage/sententiae 8.1 Given famous Latin sayings, orproverbs, be able to translateand explain their significance.

Example: Veni, vidi, vici.

Homines, dum docent, discunt.

Homo sum.

Fortuna est caeca.

Errare est humanum.

Patria Romanorum erat plenaGraecorum librorum statuarumque.

o

o

9. Our Latin heritage/visual

III/arts

49

9.1 Given a film or videotape (e.g.,Soartacus, I Claudjys, Den Hmr,Quo Vadis, Trojan Women, orMede4) outline, summarize, orcritique it.

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10. Latin readings 10.1 Given a grad9d Latin passage onany topic, be able to answerLatin comprehension questionswith Latin sentence responses.

10.2 Given edited Latin material )yRoman authors, be able tosummarize, outline, or retell thecontent read in English.

10.3 Given graded Latin narrative andcultural materials, be able totranslate into English orally orn writing.

10.4 Given a Latin passage, be able toparticipate in Latin question-answer exercises over materialsread, to pose questions, and totake part in prepared simulationsor dramatizItions.

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Level III-1VGrades 9, 10, 11, and 12

The Level III and IV stanCards have been combined because the major differencein these offerings is a matter of selection of the authors studied. The vast

majority of advanced Latin courses are combined in a class period with thecontent "rotated" in alternate years. The stdndards focusing on specifik.cultures or literary worKs may be used as models for dealing with comparablekinds of literature.

Grammatical concepts will be reviewed and refined and forms peculiar to :heliterary work will be dealt with in context. For example, as students studyVergil, they will be introduced to the grammatical structures andirregularities peculiar to poetry (e.g., dative of agency, plural forsingular, Grecisms, archaisms).

The program will provide instruction Tle student will be expected to:

in:

1. Roman letter-writers 1.1 Given a letter of Cicero orPliny, write a letter of responsein Latin or English.

1.2 Given excerpts from Pliny (BookX, 96-97), write an Englishsummary of the views of Pliny andTruan on Christians.

1.3 Having read several of Pliny'sletters, write an Englishparagraph on his/her assumptionsabout Pliny the man.

1.4 Having read several of Cicero'sletters, write an essay on Cicerothe family man or Cicero thepolitical figure.

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2. Romar oratory 2.1 Given a section from one ofCicero's orations, give aninterpretive reading aloud inLatin with appropriate gestures.body movement. P hrasing, andexpression.

2.2 Having read one of Cicero'sorations against Catiline inLatin, outline the parts of theoration in English according tothe divisions of a Roman oration(exordium, narratio, propositio,etc.).

2.3 Having read the Orationi againstCatiline, write (in English) anaccount of the events from thepoint of view of one of theCatilinarian conspirators.

2.4 Having read the Orations mainstCatiline, dramatize scenesdepicted in them.

2.5 Given a list of major events inthe life of Marcus TulliusCicero, be able to arrange theevents in chronological order.

2.6 Having studied the political andreligious structure of the Romanstate in the late republic,originate statements contrastingthe Roman Republic with theUnited States including:a. the chief officials;b. the type of government;c. elections, etc.

2.7 Given a list of literary devices(e.g., alliteration, hyperbole,praeterition, rhetoricalquestion), identify them in agiven piece of literature.

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3. Rnman historians 3.1 Having read selections in Latinand English covering a period inRome's history, write a paperexplaining the major events andthe important people of theperiod.

3.2 Having studied the origin of theRoman calendar and the Romansystem of dating, be able toconvert the Roman system of datereckoning into our system andvice versa.

3.3 Given a list of major events inRome's history, arrange theevents in chronological order.

3.4 Write a biography of an importantfigure of the Republic or Empire,including contemporaries andevents (e.g., Catiline, Octavian).

4. Roman comedy 4.1 After reading a comedy byPlautus, impersonate a stockRoman comic character (e.g.,Euclio, the greedy and antisocialmiser).

4.2 After viewing the film version ofA Funny Thing Happened on the wayto the Forum, compare thismodern-day rendition to its Romanoriginal.

4.3 Having studied how Roman comedydeveloped from Greek models,write a paper explaining thedifferences and similarities.comparing the ancient concept ofhumor to that of the twentiethcentury.

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5. Roman poetry 5.1 Given a specific poem or passageof poetry, scan the material andread it aloud in meters.

5.2 Given several lines of poetrywith examples of figures ofspeech underlined, be able toidentify the figure of speech(e.g., metonymy. synecdoche,apostrophe, simile)

5.3 Given several lines from Vergil'sAeneid which have had the wordorder rearranged, restore thetext to dactylic hexameter verse.

5.4 Having read a section of Vergil'sAeneid, rewrite the passage insimplified Latin prose.

5.5 Having read a self-containedliterary passage from Ovid'sMttimorphoses or Vergil'sdramatize in small groups thescenes read.

5.6 Having read myths from Ovid'sMItamorphoses, write an outlineof the myth in Latin.

5.7 Role play a character or theauthor of the literature he/shehas been reading, givinginformation about himself/herselfand his/her activities (e.g.,Clodia. Catullus, Midas, Ovid,Dido, Anchises).

5.8 Given quotations from Westernliterature alluding to scenesfrom Vergil's Aepeid, be able toidentify/explain thesource/significance of theliterary allusion.

Examples:

Was this the face that launched a

thousand ships, and burnt thetopless towers of Ilium?

Marlowe, Doctor Flustus 14,92-93

I, as Aeneas our great ancestor,did from the flames of Troy uponhis shoulder the old Anchisesbear, so from the waves of Tiberdid I the tired Caesar.

Shakespeare, Julius Cagur 1,2, 112-115

5.9 Having read selected passagesfrom Homer (in English) andVergil (in Latin), compare andcontrast thc Vergilian episodewith the corresponding Homericpassage.

5.10 Having read Ovid's Pyramus andThisbe, compare it to the laterliterary reworking of the storyof Shakespeare's Romeo and Juliet. 4111

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6. Our Roman heritage 6.1 Research and report on (orally orwritten) one influence theancient Romans have had on someaspect of life in the UnitedStates (e.g., politicalinstitutions, language.architecture).

6.1 Having researched the tobic, roleplay a tour guide at a famousmonument (e.g., the Colosseum,the Baths of Caracalla, theForum) describing at least threeaspects of the building in detail

6.3 Given a specific period in Rome'shistory, identify three famousplaces to visit, describing eachin a short paragraph.

6.4 Given a list of Latin words, beable to explain the meaning ofunderlined words in Englishsentences, showing theiretymological connection with t`ewords in the Latin list.

Dapple:

A concgmitant of ingratitude ishard-heartedness, which is likelyto gulminate in an insolentdisregard for the rights ofnthers.

6.5 Having been shown mythological,legendary, or historicalfigures/scenes in sculpture, oncoins, in vase paintings, and onartistic masterpieces fromsubsequent periods, be able toidentify the figure/scenerepresented and comment on andcritique the visual dimension.

6.6 Research and report on (orally orwritten) the influences of Latinvocabulary and expressions in thefields of law, science, medicine,the social sciences, etc.

REFERENCES

Baca, A., et al. (1979)Language transfer project of the Los Angeles UnifiedSchool District. The_tlassjsaLaillgsds 56. 74-80.

Bennett, W.J. (1986). First Lessons: A report an_elementary education inAmerica. Washington, D.C.: U.S. Government Printing Office.

Burns, M.T. and O'Connor, J.F. (1987). The Classics in American schools:Teaching the ancient world. Atlanta: Scholars Press.

College Board (1986).transition from high school to college. New York: Author

Council of Chief State School Officers. (1985). International dimensions_ofeducation: Position paper and_ recommendations for action. Washington,D.C.: Author.

Grittner, F. 1985). A_gmide to_curriculum Planning in foreip lanauane.Wisconsin Department of Public Instruction

Indiana Department of Education. (1987). ALguide to proficiencv-baied

4110intractign IR _Latin fw Indiana schools. Indianapolis: Author

Iowa Department of Education. (1986). A Guide to curriculum develoomentinfpreian_language. Des Moines, Iowa: Author

LaFleur, R.A. (ed.) (1987). The Waling_ of Latin in_American schools..Atlanta Schools Press.

Mavrogenes, N.A. (1989). Latin and language arts: An update. The_ ClassicalOut]ook 66, (4), 78-83.

National Commission on Excellence. (1983). A nation At risk; The imperativefar 101mAt1ona1 _Wpm. Washington, D.C.: U.S. Government PrintingOffice.

National Governor's Association. (1989). America in transition: Theinternational frontier. Washingtnn, D.C.: Author.

New York State Edutation Department. (1986). Latin for communication: NewYork State Syllabus. Albany: The University of the State of New York/TheState Education Department

Pascal, N.R. Integrating the Classics into general education. TheNHE/Richland College Classics Cluster Project. The Classical OutlooK66.2 (December/January 1988-89). 38-42.

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Polsky, M. (1986). The NEH/Brooklyn College Latin Cornerstone Project,1982-84: Genesis, implementation, evaluation. The Classlcil Outlook63(3) (1986) 77-83.

(1988) Latin for younger learners: The new First Latin program. Prima:Journal of Elementary Teachers of Clalsi;s 1(2), 33-37.

President's Commission on Foreign Languages and International Studies. (1979).Strength through wisdom: A critiaue of U.S. capacity. Washington,D.C.: U.S. Government Printing Office.

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