AP® Latin at Dripping Springs High School Required ...
AP® Latin at Dripping Springs High School AP® Latin is designed to present the high school student with a course of intense rigor equivalent to a fourth or fifth semester college level course. Students who successfully complete the AP Latin course are able to read and understand Latin, translate accurately and literally into English, and analyze Latin texts whether they be poetry or prose. The authors and texts chosen to help achieve these goals are Caesar’s Commentary on the Gallic Wars and Vergil’s Aeneid.
AND TO ANSWER YOUR QUESTIONS ….
Yes, you can earn college course credit. The amount will vary depending upon the college you attend.
Required Readings We will be using A Call to Arms: Readings from Caesar’s Gallic Wars by David J Perry, which contains both the Latin and the English text, and Song of War: Readings from Vergil’s Aeneid by Richard A LaFleur. Because this latter book only contains the Latin text, students should also purchase or borrow an English translation of Vergil’s Aeneid from me or the school library or have access to an online version. We will be comparing the significant differences among the various poetic translations. In addition, students are encouraged to utilize the following websites:
The Latin Library: http://www.thelatinlibrary.com The Latin Library is a simple resourse of hundreds of complete Latin texts. If you lose your textbook, you can access this site for the text. NoDictionaries: http://nodictionaries.com NoDictionaries has the text of major Latin authors tied to an online dictionary. See as much vocabulary or as little as you need. Romans Go Home: http://www.romansgohome.com Students who own iPhones or iPads are highly encouraged to visit this website and purchase the SPQR ap which contains dictionaries, grammars, review games, major authors in Latin and English (including Caesar and Vergil), historical material and more. We will be referring to much of this material in class.
The commentaries & additional features in these texts make them more useful than just an electronic text and dictionary alone….
But even professors use these sites for their courses and encourage their students to use such sites to aid and enrich their understanding of Latin authors. Keep in mind that plagiarism applies to copying English translations and using them as your own, no matter whether it’s out of copyright or not. Use such translations to get unstuck when you are reading on your
The assigned AP readings are as follows: LATIN Caesar, De Bello Gallico Book 1: Chapters 1-7 Book 4: Chapters 24-35 and the first sentence of Chapter 36 (Eodem die legati . . . venerunt.) Book 5: Chapters 24-48 Book 6: Chapters 13-20
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own, not as a constant crutch.
Vergil, Aeneid Book 1: Lines 1-209, 418-440, 494-578 Book 2: Lines 40-56, 201-249, 268-297, 559-620 Book 4: Lines 160-218, 259-361, 659-705 Book 6: Lines 295-332, 384-425, 450-476, 847-899 ENGLISH DBG: 1, 6, 7 Aeneid: 1, 2, 4, 6, 8, 12 The transition from textbook Latin to real Latin authors is often daunting for students. However, this course will not only continue to broaden and strengthen students’ knowledge and skills, but it will also focus on building the skills and strategies for truly reading Latin with full comprehension, and attention to details. A Call to Conquest contains a considerable amount of introductory material as well as appendices focusing on building reading skills for Caesar which will apply to Vergil as well as other authors which we will read at sight. There will be an oral component to the course, which will mainly focus on recitation of assigned passages, in order to develop a sensitivity to the sound of Latin as it was meant to be read—out loud! Other oral/conversational drills will be incorporated to support and strengthen grammatical concepts.
Also, it doesn’t matter which English translation you use. We will, in fact, compare styles of different translators. And be forewarned: often translations drifts from the original Latin meaning (poetic license).
Students should be aware of the specific learning objectives which College Board has identified and described (see directly below). In order to meet these objectives, a variety of exercises and assessments will be incorporated in the structure of this course. (These items are outlined in greater detail in the Assessment & Accountability section below before the calendar.) Reading and Comprehension: The student reads and comprehends Latin prose and poetry from selected authors with appropriate assistance.
The student demonstrates knowledge of latin vocabulary in reading passages. The student explains the meaning of specific Latin words and phrases in context. The student uses specific terminology to identify grammatical forms and syntactic structures. The student demonstrates knowledge of Latin syntax to read and comprehend Latin texts. The student scans dactylic hexameter in Latin poetry. The student reads aloud Latin poetry and prose with attention to linguistic and artistic qualities. The student indentifies stylistic features in Latin poetry and prose. The student identifies references to Roman culture, history and mythology in Latin texts. The student demonstrates overall comprehension of passages in Latin texts.
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These have been provided in detail here for your benefit so you will understand what I am assessing and why—also why I have emphasized certain things over the last few years. (The italics are mine.)
Translation: The student translates previously prepared Latin texts into English as literally as possible.
The student demonstrates knowledge of Latin vocabulary when translating Latin texts into English. The student demonstrates knowledge of Latin morphology when translating Latin texts into English. The student demonstrates knowledge of Latin grammar and syntax when translating Latin texts into English. The student demonstrates an understanding of differences between Latin and English usage when translating Latin texts into English.
Contextualization: The student relates the Latin texts to Roman historical, cultural, and literary contexts.
The student uses knowledge of influential people and key historical events to demonstrate understanding of the Latin texts. The student uses knowledge of Roman political ideas to demonstrate understanding of Roman culture in the Latin texts. The student relates Roman cultural products in the Latin texts to perspectives of Roman culture. The student relates Roman cultural practices in the Latin texts to perspectives of Roman culture. The student uses knowledge of mythology and legends to demonstrate understanding of the Latin texts. The student uses knowledge of authors or literary conventions to demonstrate understanding of the Latin texts.
Analysis of Texts: The student analyzes linguistic and literary features of one or more Latin texts.
The student develops clear and coherent arguments in English about the Latin texts. The student analyzes the effects of language usage and stylistic features in the Latin texts. The student analyzes the Latin texts based on knowledge of products, practices, and perspectives of Roman culture.
Themes
The passage quizzes will help you focus on refining your translation skills and grammar recognition. We will, as always, put more focus on truly reading the Latin in Latin.
This includes everything, even all aspects of being a soldier in Caesar’s army. Be ready to enlist first semester. But don’t worry, you can be a poet and singer of songs second semester.
We won’t just be reading the words; we’ll be immersing ourselves in the story and the language. We’ll plumb hidden beauty and meaning in deep analysis, exploring why we really study what others consider to be a dead language.
These are the questions we
As with any great work of literature, the words and story are best understood within the framework of the literary style, historical period, mythological allusions, not to mention the politics and philosophy of the age in which it was written. The AP Curriculum Framework recommends that students explore the following seven themes in order to aide in proper appreciation and comprehension of Caesar’s Gallic Wars and Vergil’s Aeneid.
will be exploring. Because of the sharp differences in these two authors, you will probably see more clearly the effects of, say, point of view, or even the portrayal of female characters.
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Literary Genre and Style
What should we expect from a Latin epic or commentarii in terms of form and content? How do the authors confirm or challenge our expectations? What are the purposes and effects of Vergil’s and Caesar’s style? What points of view do Vergil and Caesar take when describing events? How do they represent themselves and for what purposes? What means do the authors use to develop characters in the works? How do the authors portray female characters? How do the authors use characterization to develop key themes?
empire, as well as leadership will be important topics as
Roman Values
Roman values, war and
they relate not only to the What values and ideals are portrayed as characteristically Roman? How do these values and ideals differ based on gender, ethnicity, or other criteria? What strengths and weaknesses of character are exemplified by individuals in the works? How do the texts confirm characteristic Roman values? What questions do the texts raise about Roman values?
Romans but to other civilizations and our own country
War and Empire
Why do wars happen? What questions do these works raise about the consequences of war? What questions do the works raise about diplomacy, negotiation, and peacemaking? What are the perspectives of Vergil and Caesar concerning Roman of empire? What are the effects of war on women and noncombatants? How do the texts portray enemy groups?
Leadership
What different types of leaders (both male and female) and leadership styles do we see in these works? How do leaders deal with setbacks and failures? How does a leader inspire others to follow?
(and future Romans) will be
In what ways do the authors portray the various non-Roman peoples that appear in the works? What criteria do they use to evaluate these groups? To what extent do the authors reinforce or challenge stereotypes of these groups? How do the authors use these portrayals in their works?
an important feature of study.
And finally, we will be considering the importance of time & history in shaping
History and Memory
Romans are portrayed and perhaps even view Romans
Views of Non-Romans
Understanding how non-
events, as well as the authors’ How do these works reflect the conflicts of the era in which they were
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shaping or reshaping of
written, both explicitly and implicitly? In what ways do the works reflect the impact of an individual on historical events? Within these works, how does shared experience build and sustain communities? How do the authors use historical exempla (heroic ancestors, critical events), and for what purposes? How do individuals in these works use their understanding of the past to create their present and future? How do the authors see the importance of historical events for the Roman people?
purposes. We can never escape the role of the gods and religion, though it is much easier to discuss gods and religions that are considered dead. There are times when the authors demonstrate serious religious awe and respect,
Human Beings and the Gods
those events for political
but other times when the What roles do the gods play and how are they perceived? To what extent do the gods of other peoples resemble those of the Romans? How do the authors portray fate? How does fate affect human beings? How and why do human beings and gods communicate with one another?
Asssessment &Accountability The following describes the variety of activities and materials which will help students complete all of the readings and achieve a high level of success with this course. Most but not all are included in the calendar syllabus, which follows the descriptions. Warm-ups preview/target problematic grammatical or rhetorical features in text review reading fluency strategies to be checked during tests Text Packets focus on developing reading skills: for marking phrasing, scansion, etc notes from summaries/reviews, etc, to be written in margins to be checked during vocabulary quizzes Homework Exercises Rassias-style substitution and transformation drills to solidify understanding of grammatical concepts and topical vocabulary to be graded the next day Terminology Packets one packet for each author, targeting rhetorical terminology to be graded one per semester
gods seem to be fickle characters—exploring why this is so will be important to understanding the Roman mindset.
So, yes, some things will be much like our typical Latin class, but not everything.. The more efficient you are in starting class, the more time we’ll have to read the assigned Latin together. Warm-ups (if we have them) will be shorter than usual and used to highlight or review important aspects of the Latin. If you use your text packets wisely, they will be an invaluable resource when reviewing for the exam in the
Weekly Recitations / Passage Packet focus literal translations mark elisions/scan poetry fine-tune recitation fluency heighten sensitivity to natural vowel length
spring. We will continue with recitations which will be on a
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weekly basis now.
to be check during passage quizzes
Weekly Passage Quizzes spot-check ability to translate literally without help (grading via chunking – 50%) spot-check grammatical concepts/terminology (5 questions – 50%) extra credit: syllabification, accentuation, & scansion Weekly Vocabulary Quizzes vocabulary from current text tested in context (short answer – about 65%) high frequency &/or words easily confused (matching – about 35%) extra credit: derivatives, elisions, & scansion
Internalizing the sounds of words will be of great help to you when you are faced with an exam that lacks macrons. Passage quizzes will now occur weekly, as will vocabulary quizzes. And now basically all vocabulary met is fair game for the quiz. But don’t worry, there will be
Weekly Sight Reading Comprehension passages to be chosen from old National Latin Exams and other sources targetting such prose authors as Cornelius Nepos, Cicero, Livy, Pliny the Younger, Seneca the Younger, plus later authors such as Erasmus and Vives; such poetry authors as Ovid, Martial, Catullus, as well as the Carmina Burana and later poets. passages will be targetted to broaden vocabulary through context and to target particular grammatical structures. primarily used in group for discussion purposes English Reading Assignments students will write questions for assigned reading sections, to be compiled and used for later review and games. will count as a daily grade Tests (Curriculum Based Assessments) multiple choice questions (25) = 50% of the test grade free response questions (translation 15%, spot passage 15%, essay 20%) = 50% of the test grade designed to be like a short version of the AP exam: Part 1 (day 1): short passage (seen) to translate (30-35 words) one spot passage (seen) with short answer questions (5 short answer questions including: literal translations, scansion for poetry, grammatical constructions, contextualization, and connections to the English readings. one seen passage, multiple choice (10 questions: vocabulary, syntax, grammatical terminology, political, historical, and cultural contexts, stylistic features, scansion in poetry, and general comprehension.) one unseen (sight) passage, multiple choice (15 questions: vocabulary, syntax, grammatical terminology, political, historical, and cultural contexts, stylistic features, scansion in poetry, and general comprehension.) Part 2 (day 2): analytical essay on a seen passage (or passages)
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quia.com material available to help you study. We will spend time after vocabulary quizzes exploring passages from other authors not just by reading, but through interactive oral activities to strengthen and internalize understanding . We will be dividing up the readings for creating the questions, but this will be solely on your own outside of class. The tests will be designed to be like a mini-AP exam. The end result should be that you will not need a practice exam before the real exam in the spring. The tests will be split up over two days and you will be able to prepare some notes or ideas about the essay in nd
advance of the 2 day of testing.
Grading Policy: Formative = 30% Oral recitations (2x) Warm-ups (1x) Text packet notes & summaries (1x) Recitation packet translations & scansion (1x) Participation/oral production (1x) Homework exercises (1x) Terminology packets (2x) Summative = 70% Tests/CBAs (2x) Passage Quizzes (1x) Vocabulary Quizzes (1x)
Late Work: Work may be turned in one day late without penalty with a late work coupon (1 per 9 weeks). Because we will be having so many quizzes in order to keep you on top of the amount of Latin we will be reading, you will be allowed one vocabulary quiz coupon and one passage quiz coupon per 9 weeks as well. You will still have to take the quiz but you can erase it at the end of the 9 weeks.
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Your assignments for the year are as follows: SEP TIMĀNAE
D.
LŪNAE
1: Aug 25-29 (319 words = +/29 lines)
grammar review; map work
2: Sept 1-5 (271 words = +/25 lines)
diēs fēstus
3: Sept 8-12 (391 words = +/36 lines)
passage quiz 1.3-4 quia
4: Sept 15-19 (585 words = +/53 lines)
passage quiz 1.5-7 quia
5: Sept 22-26 (742 words = +/67 lines)
passage quiz 4.2428 quia
6: Sept 29-Oct 3
passage quiz 4.2936 quia
7: Oct 6-10 (996 words = +/90 lines)
DBG 5.24-25 (271 words)
8: Oct 13-17 (875 words = +/80 lines)
diēs fēstus
9: Oct 20-24 (828 words = +/75 lines)
passage quiz 5.31-38 quia
10: Oct 27-31 (844 words = +/77 lines)
passage quiz 5.39-44 quia
D.
MARTIS
MERCURIĪ
D. IOVIS
D.
DBG 1.1 preface material fr text
DBG 1.2
DBG 1.2
vocab quiz 1.12 recitation due sight trans DBG 1.5
DBG 1.3
DBG 1.4
DBG 1.6
DBG 1.7
DBG 4.24- 25 (1/2) (175 words) (Book 6 in English assigned.)
DBG 4.25 (1/2)26 (195 words)
DBG 4.27-28 (215 words)
DBG 4.29-31 (285 words)
DBG 4.32-33 (258 words)
DBG 4.34-36 (199 words)
review for test quia
test CBA 1 (part 1 – trans & MC)
test CBA 1 (part 2 – essay)
DBG 5.28-29 (271)
DBG 5.30 (78)
passage quiz 5.24-30 quia
vocab quiz 5.24-30 recitation due sight trans (Questions on book 6 in English due.) vocab quiz 5.31-38 recitation due sight trans
DBG 5.31-33 (331 words) (Book 7 in English assigned.)
DBG 5.34-35 (240 words)
DBG 5.36-38 (304 words)
DBG 5.39-41 ½) (285 words)
DBG 5.41 ½ -43 (328 words)
DBG 5.44 (215 words)
vocab quiz 5.39-44 recitation due sight trans
DBG 5.45-47 (293 words)
DBG 5.48; 6.13 ½ (273 words)
DBG 6.13 ½ -14 (278 words) HALLOWEEN
DBG 1.1 preface material fr text (Book 1 in English assigned.) passage quiz 1.1-2 quia vocab quiz 1.34 recitation due sight trans vocab quiz 1.57 recitation due sight trans (Questions on book 1 in English due.) vocab quiz 4.24-28 recitation due sight trans vocab quiz 4.29-36 recitation due sight trans DBG 5.26-27 (376 words)
D.
8
VENERIS
FĪNIS SEPTIMĀNAE
(Weekends are for review, studying for quizzes on Monday & Tuesday, and working on your English.)
11: Nov 3-7
passage quiz 5.45-48; 6.13-14 quia
vocab quiz 5.45-48; 6.13-14 recitation due sight trans (Questions on book 7 in English due.) DBG 6.18-20 (270 words)
quia & review (Book 1 of Aeneid in English assigned.)
test CBA 2 (trans & MC)
test CBA 2 (essay)
12: Nov 10-14 (544 words = +/49 lines)
DBG 6.15-17 (274 words)
passage quiz 6.17-20 quia
vocab quiz 6.17-20 recitation due sight trans
cultural discussion
13: Nov 17-21 (49 lines = 316 words)
1.1-22
1.23-49 (Questions on book 1 in English due.)
passage quiz 1.1-49 quia (Book 2 in English assigned.)
vocab quiz 1.1-49 recitation due Begin TROY
TROY
14: Nov 24-28
diēs fēstus
diēs fēstus
diēs fēstus
diēs fēstus
diēs fēstus
15: Dec 1-5 (73 lines = 495 words)
TROY
TROY
1.50-80
1.81-101
1.102-123
16: Dec 8-12
passage quiz 1.50-123 quia
vocab quiz 1.50-123 recitation due sight trans
review for exams
review for exams
review for exams
17: Dec 15-19
exāminēs
exāminēs
exāminēs
exāminēs
exāminēs
Dec 22-26
fēstī hiemis fēstī hiemis
fēstī hiemis fēstī hiemis Aen. 1.124-147
fēstī hiemis fēstī hiemis Aen. 1.148-179 (Questions on book 2 in English due.)
fēstī hiemis fēstī hiemis Aen. 1.180-209 (Book 4 in English assigned.)
fēstī hiemis fēstī hiemis Aen. 1.418-440
Dec 29– Jan 2 18: Jan 5-9 (107 lines = 704 words)
diēs fēstus discipulīs
19: Jan 12-16 (84 lines = 539 words)
passage quiz 1.124-209; 418440 quia
vocab quiz 1.124-209; 418440 sight trans
Aen. 1.494-519
Aen. 1.520-543
Aen. 1.544-578
20: Jan 19-23 (50 lines = 317 words)
diēs fēstus discipulīs
passage quiz 1.494-578 quia
vocab quiz 1.494-578 sight trans
Aen. 2.40-56; 201-208
Aen. 2.209-234
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21: Jan 26-30 (104 lines = 687 words)
passage quiz 2.40-56; 201-234 quia
22: Feb 2-6
passage quiz 2.235-249; 268297; 559-620 quia Aen. 4.160-172
23: Feb 9-13 (94 lines = 618 words) 24: Feb 16-20
25: Feb 23- 27
26: Mar 2-6
vocab quiz 2.40-56; 201234 sight trans (Questions on book 4 in English due.) vocab quiz 2.235-249; 268297; 559-620 sight trans Aen. 4.173-194
Aen. 2.235-249 2.268-280 (Book 6 in English assigned.)
Aen. 2.280-297; 2.559-587
Aen. 2.588-620
quia
CBA4 test
CBA4 test
Aen. 4.195-218
Aen. 4.259-278
Aen. 4.279-295
diēs fēstus discipulīs
passage quiz 4.160-218; 259295 quia (Questions on book 6 in English due.)
vocab quiz 4.160-218; 259295 sight trans (Book 8 in English assigned.)
Aen. 4.296-308
Aen. 4.309-332
passage quiz 4.296-332 quia passage quiz 4.331-361; 659705 quia probāre TAKS exit ELA
vocab quiz 4.296-332 sight trans vocab quiz 4. 331-361; 659-705 sight trans probāre TAKS exit
Aen. 4.333-361
Aen. 4.659-685
Aen. 4.685-705
discussion of leadership
LŪDĪ review of English materials
LŪDĪ review of English materials
probāre TAKS exit
TAKS make-up
probāre TAKS exit
27: Mar 9-13
quia
CBA 5 test
CBA 5 test
Aen. 6.295-316
Aen. 6.317-332
28: Mar 16-20
fēstī vērnī
fēstī vērnī
fēstī vērnī
fēstī vērnī
fēstī vērnī
29: Mar 23-27
passage quiz 6.295-332 quia
(Book 12 in English assigned.) 6.384-404
6.405-425
passage quiz 6.384-425 quia
30: Mar 30-Apr 3
vocab quiz 6.384-425 sight trans
vocab quiz 6.295-332 sight trans (Questions on book 8 in English due.) Dido & Aeneas Opera
Dido & Aeneas Opera
STAAR probāre
STAAR probāre
finish DVD; discussion scansion challenge
diēs fēstus (caelī malī)
STAAR probāre
31: Apr 6-10
6.450-476
6.847-866
6.867-899
10
STAAR probāre TSJCL PREP
TSJCL in Amarillo TX
TSJCL in Amarillo TX
32: Apr 13-17
culture discussion
passage quiz 6.450-476; 847899 quia
vocab quiz 6.450-476; 847899 sight trans
(Questions on book 12 in English due.) LŪDĪ review for AP
LŪDĪ review for AP
33: Apr 20-24
LŪDĪ review for AP
LŪDĪ review for AP STAAR probare?
LŪDĪ review for AP STAAR probare?
LŪDĪ review for AP STAAR probare?
LŪDĪ review for AP
34: Apr 27-May 1
review for AP practice for spot questions
review for AP
review for AP practice for spot questions
review for AP
review for AP
35: May 4-8
review for AP AP exāminēs probāre review for AP AP exāminēs probāre Illuminated Manuscript Project
review for AP AP exāminēs probāre review for AP AP exāminēs probāre Illuminated Manuscript Project
review for AP AP exāminēs probāre review for AP AP exāminēs probāre Illuminated Manuscript Project
review for AP AP exāminēs probāre review for AP AP exāminēs probāre Illuminated Manuscript Project
review for AP AP exāminēs probāre LATIN AP EXAM
38: May 25-29
diēs fēstus
Illuminated Manuscript Project
Illuminated Manuscript Project
Illuminated Manuscript Project
Illuminated Manuscript Project
39: June 1-5
exāminēs
exāminēs
exāminēs
exāminēs
diēs fēstus discipulīs
36: May 11-15
37: May 18-22
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Illuminated Manuscript Project
The Illuminated Manuscript Project is designed to be a post-exam activity. We will explore the transmission of texts, the art of calligraphy, and the history of books. Ultimately, students will be choosing some lines of Caesar or Vergil and designing a page by hand. This project will be your final exam grade for the course.
exspectō patrōnum! exspectō patrōnum! necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 1 st 9 weeks – Vocabulary Quiz
necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 1st 9 weeks – Passage Quiz
nōmen____________________________________
nōmen____________________________________
probātiuncula_______________________________
probātiuncula_______________________________
exspectō patrōnum! exspectō patrōnum! necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 2 nd 9 weeks – Vocabulary Quiz
necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 2nd 9 weeks – Passage Quiz
nōmen____________________________________
nōmen____________________________________
probātiuncula_______________________________
probātiuncula_______________________________
exspectō patrōnum! exspectō patrōnum! necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 3 rd 9 weeks – Vocabulary Quiz
necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 3rd 9 weeks – Passage Quiz
nōmen____________________________________
nōmen____________________________________
probātiuncula_______________________________
probātiuncula_______________________________
exspectō patrōnum! exspectō patrōnum! necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 4th 9 weeks – Vocabulary Quiz
necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 4th 9 weeks – Passage Quiz
nōmen____________________________________
nōmen____________________________________
probātiuncula_______________________________
probātiuncula_______________________________
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Curricular Requirements
Page(s)
CR1
The course is structured to allow students to complete the entire required reading list published in the AP® Latin Curriculum Framework.
8-11
CR2
The course provides ongoing opportunities for students to translate Latin poetry and prose from the required list into English as literally as possible.
5, 6, 8-11
CR3
The course provides ongoing opportunities for students to demonstrate comprehension of Latin passages from the required reading list.
5, 6, 8-11
CR4
The course provides ongoing opportunities for students to demonstrate understanding of the required English readings as context for the required Latin readings.
6, 8-11
CR5
The course provides ongoing opportunities for students to demonstrate comprehension of non-syllabus-based Caesar and Vergil passages and passages from other authors by reading at sight.
6, 8-11
CR6
The course provides ongoing opportunities for students to enhance comprehension of Latin passages by reading aloud.
6, 8-11
CR7
The course provides ongoing opportunities for students to scan dactylic hexameter in Latin poetry.
5, 6, 8-11
CR8
The course provides ongoing opportunities for students to learn and use specific terminology in their study of the required Latin texts.
5, 6, 8-11
CR9
The course provides ongoing opportunities for students to relate the required Latin passages to Roman historical, cultural, and literary contexts.
4, 5, 6, 8-11
CR10
The course provides opportunities for students to interpret and analyze the required Latin passages in essays and other written responses.
4, 6, 8-11
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AND TO ANSWER YOUR QUESTIONS ….
Yes, you can earn college course credit. The amount will vary depending upon the college you attend.
Required Readings We will be using A Call to Arms: Readings from Caesar’s Gallic Wars by David J Perry, which contains both the Latin and the English text, and Song of War: Readings from Vergil’s Aeneid by Richard A LaFleur. Because this latter book only contains the Latin text, students should also purchase or borrow an English translation of Vergil’s Aeneid from me or the school library or have access to an online version. We will be comparing the significant differences among the various poetic translations. In addition, students are encouraged to utilize the following websites:
The Latin Library: http://www.thelatinlibrary.com The Latin Library is a simple resourse of hundreds of complete Latin texts. If you lose your textbook, you can access this site for the text. NoDictionaries: http://nodictionaries.com NoDictionaries has the text of major Latin authors tied to an online dictionary. See as much vocabulary or as little as you need. Romans Go Home: http://www.romansgohome.com Students who own iPhones or iPads are highly encouraged to visit this website and purchase the SPQR ap which contains dictionaries, grammars, review games, major authors in Latin and English (including Caesar and Vergil), historical material and more. We will be referring to much of this material in class.
The commentaries & additional features in these texts make them more useful than just an electronic text and dictionary alone….
But even professors use these sites for their courses and encourage their students to use such sites to aid and enrich their understanding of Latin authors. Keep in mind that plagiarism applies to copying English translations and using them as your own, no matter whether it’s out of copyright or not. Use such translations to get unstuck when you are reading on your
The assigned AP readings are as follows: LATIN Caesar, De Bello Gallico Book 1: Chapters 1-7 Book 4: Chapters 24-35 and the first sentence of Chapter 36 (Eodem die legati . . . venerunt.) Book 5: Chapters 24-48 Book 6: Chapters 13-20
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own, not as a constant crutch.
Vergil, Aeneid Book 1: Lines 1-209, 418-440, 494-578 Book 2: Lines 40-56, 201-249, 268-297, 559-620 Book 4: Lines 160-218, 259-361, 659-705 Book 6: Lines 295-332, 384-425, 450-476, 847-899 ENGLISH DBG: 1, 6, 7 Aeneid: 1, 2, 4, 6, 8, 12 The transition from textbook Latin to real Latin authors is often daunting for students. However, this course will not only continue to broaden and strengthen students’ knowledge and skills, but it will also focus on building the skills and strategies for truly reading Latin with full comprehension, and attention to details. A Call to Conquest contains a considerable amount of introductory material as well as appendices focusing on building reading skills for Caesar which will apply to Vergil as well as other authors which we will read at sight. There will be an oral component to the course, which will mainly focus on recitation of assigned passages, in order to develop a sensitivity to the sound of Latin as it was meant to be read—out loud! Other oral/conversational drills will be incorporated to support and strengthen grammatical concepts.
Also, it doesn’t matter which English translation you use. We will, in fact, compare styles of different translators. And be forewarned: often translations drifts from the original Latin meaning (poetic license).
Students should be aware of the specific learning objectives which College Board has identified and described (see directly below). In order to meet these objectives, a variety of exercises and assessments will be incorporated in the structure of this course. (These items are outlined in greater detail in the Assessment & Accountability section below before the calendar.) Reading and Comprehension: The student reads and comprehends Latin prose and poetry from selected authors with appropriate assistance.
The student demonstrates knowledge of latin vocabulary in reading passages. The student explains the meaning of specific Latin words and phrases in context. The student uses specific terminology to identify grammatical forms and syntactic structures. The student demonstrates knowledge of Latin syntax to read and comprehend Latin texts. The student scans dactylic hexameter in Latin poetry. The student reads aloud Latin poetry and prose with attention to linguistic and artistic qualities. The student indentifies stylistic features in Latin poetry and prose. The student identifies references to Roman culture, history and mythology in Latin texts. The student demonstrates overall comprehension of passages in Latin texts.
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These have been provided in detail here for your benefit so you will understand what I am assessing and why—also why I have emphasized certain things over the last few years. (The italics are mine.)
Translation: The student translates previously prepared Latin texts into English as literally as possible.
The student demonstrates knowledge of Latin vocabulary when translating Latin texts into English. The student demonstrates knowledge of Latin morphology when translating Latin texts into English. The student demonstrates knowledge of Latin grammar and syntax when translating Latin texts into English. The student demonstrates an understanding of differences between Latin and English usage when translating Latin texts into English.
Contextualization: The student relates the Latin texts to Roman historical, cultural, and literary contexts.
The student uses knowledge of influential people and key historical events to demonstrate understanding of the Latin texts. The student uses knowledge of Roman political ideas to demonstrate understanding of Roman culture in the Latin texts. The student relates Roman cultural products in the Latin texts to perspectives of Roman culture. The student relates Roman cultural practices in the Latin texts to perspectives of Roman culture. The student uses knowledge of mythology and legends to demonstrate understanding of the Latin texts. The student uses knowledge of authors or literary conventions to demonstrate understanding of the Latin texts.
Analysis of Texts: The student analyzes linguistic and literary features of one or more Latin texts.
The student develops clear and coherent arguments in English about the Latin texts. The student analyzes the effects of language usage and stylistic features in the Latin texts. The student analyzes the Latin texts based on knowledge of products, practices, and perspectives of Roman culture.
Themes
The passage quizzes will help you focus on refining your translation skills and grammar recognition. We will, as always, put more focus on truly reading the Latin in Latin.
This includes everything, even all aspects of being a soldier in Caesar’s army. Be ready to enlist first semester. But don’t worry, you can be a poet and singer of songs second semester.
We won’t just be reading the words; we’ll be immersing ourselves in the story and the language. We’ll plumb hidden beauty and meaning in deep analysis, exploring why we really study what others consider to be a dead language.
These are the questions we
As with any great work of literature, the words and story are best understood within the framework of the literary style, historical period, mythological allusions, not to mention the politics and philosophy of the age in which it was written. The AP Curriculum Framework recommends that students explore the following seven themes in order to aide in proper appreciation and comprehension of Caesar’s Gallic Wars and Vergil’s Aeneid.
will be exploring. Because of the sharp differences in these two authors, you will probably see more clearly the effects of, say, point of view, or even the portrayal of female characters.
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Literary Genre and Style
What should we expect from a Latin epic or commentarii in terms of form and content? How do the authors confirm or challenge our expectations? What are the purposes and effects of Vergil’s and Caesar’s style? What points of view do Vergil and Caesar take when describing events? How do they represent themselves and for what purposes? What means do the authors use to develop characters in the works? How do the authors portray female characters? How do the authors use characterization to develop key themes?
empire, as well as leadership will be important topics as
Roman Values
Roman values, war and
they relate not only to the What values and ideals are portrayed as characteristically Roman? How do these values and ideals differ based on gender, ethnicity, or other criteria? What strengths and weaknesses of character are exemplified by individuals in the works? How do the texts confirm characteristic Roman values? What questions do the texts raise about Roman values?
Romans but to other civilizations and our own country
War and Empire
Why do wars happen? What questions do these works raise about the consequences of war? What questions do the works raise about diplomacy, negotiation, and peacemaking? What are the perspectives of Vergil and Caesar concerning Roman of empire? What are the effects of war on women and noncombatants? How do the texts portray enemy groups?
Leadership
What different types of leaders (both male and female) and leadership styles do we see in these works? How do leaders deal with setbacks and failures? How does a leader inspire others to follow?
(and future Romans) will be
In what ways do the authors portray the various non-Roman peoples that appear in the works? What criteria do they use to evaluate these groups? To what extent do the authors reinforce or challenge stereotypes of these groups? How do the authors use these portrayals in their works?
an important feature of study.
And finally, we will be considering the importance of time & history in shaping
History and Memory
Romans are portrayed and perhaps even view Romans
Views of Non-Romans
Understanding how non-
events, as well as the authors’ How do these works reflect the conflicts of the era in which they were
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shaping or reshaping of
written, both explicitly and implicitly? In what ways do the works reflect the impact of an individual on historical events? Within these works, how does shared experience build and sustain communities? How do the authors use historical exempla (heroic ancestors, critical events), and for what purposes? How do individuals in these works use their understanding of the past to create their present and future? How do the authors see the importance of historical events for the Roman people?
purposes. We can never escape the role of the gods and religion, though it is much easier to discuss gods and religions that are considered dead. There are times when the authors demonstrate serious religious awe and respect,
Human Beings and the Gods
those events for political
but other times when the What roles do the gods play and how are they perceived? To what extent do the gods of other peoples resemble those of the Romans? How do the authors portray fate? How does fate affect human beings? How and why do human beings and gods communicate with one another?
Asssessment &Accountability The following describes the variety of activities and materials which will help students complete all of the readings and achieve a high level of success with this course. Most but not all are included in the calendar syllabus, which follows the descriptions. Warm-ups preview/target problematic grammatical or rhetorical features in text review reading fluency strategies to be checked during tests Text Packets focus on developing reading skills: for marking phrasing, scansion, etc notes from summaries/reviews, etc, to be written in margins to be checked during vocabulary quizzes Homework Exercises Rassias-style substitution and transformation drills to solidify understanding of grammatical concepts and topical vocabulary to be graded the next day Terminology Packets one packet for each author, targeting rhetorical terminology to be graded one per semester
gods seem to be fickle characters—exploring why this is so will be important to understanding the Roman mindset.
So, yes, some things will be much like our typical Latin class, but not everything.. The more efficient you are in starting class, the more time we’ll have to read the assigned Latin together. Warm-ups (if we have them) will be shorter than usual and used to highlight or review important aspects of the Latin. If you use your text packets wisely, they will be an invaluable resource when reviewing for the exam in the
Weekly Recitations / Passage Packet focus literal translations mark elisions/scan poetry fine-tune recitation fluency heighten sensitivity to natural vowel length
spring. We will continue with recitations which will be on a
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weekly basis now.
to be check during passage quizzes
Weekly Passage Quizzes spot-check ability to translate literally without help (grading via chunking – 50%) spot-check grammatical concepts/terminology (5 questions – 50%) extra credit: syllabification, accentuation, & scansion Weekly Vocabulary Quizzes vocabulary from current text tested in context (short answer – about 65%) high frequency &/or words easily confused (matching – about 35%) extra credit: derivatives, elisions, & scansion
Internalizing the sounds of words will be of great help to you when you are faced with an exam that lacks macrons. Passage quizzes will now occur weekly, as will vocabulary quizzes. And now basically all vocabulary met is fair game for the quiz. But don’t worry, there will be
Weekly Sight Reading Comprehension passages to be chosen from old National Latin Exams and other sources targetting such prose authors as Cornelius Nepos, Cicero, Livy, Pliny the Younger, Seneca the Younger, plus later authors such as Erasmus and Vives; such poetry authors as Ovid, Martial, Catullus, as well as the Carmina Burana and later poets. passages will be targetted to broaden vocabulary through context and to target particular grammatical structures. primarily used in group for discussion purposes English Reading Assignments students will write questions for assigned reading sections, to be compiled and used for later review and games. will count as a daily grade Tests (Curriculum Based Assessments) multiple choice questions (25) = 50% of the test grade free response questions (translation 15%, spot passage 15%, essay 20%) = 50% of the test grade designed to be like a short version of the AP exam: Part 1 (day 1): short passage (seen) to translate (30-35 words) one spot passage (seen) with short answer questions (5 short answer questions including: literal translations, scansion for poetry, grammatical constructions, contextualization, and connections to the English readings. one seen passage, multiple choice (10 questions: vocabulary, syntax, grammatical terminology, political, historical, and cultural contexts, stylistic features, scansion in poetry, and general comprehension.) one unseen (sight) passage, multiple choice (15 questions: vocabulary, syntax, grammatical terminology, political, historical, and cultural contexts, stylistic features, scansion in poetry, and general comprehension.) Part 2 (day 2): analytical essay on a seen passage (or passages)
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quia.com material available to help you study. We will spend time after vocabulary quizzes exploring passages from other authors not just by reading, but through interactive oral activities to strengthen and internalize understanding . We will be dividing up the readings for creating the questions, but this will be solely on your own outside of class. The tests will be designed to be like a mini-AP exam. The end result should be that you will not need a practice exam before the real exam in the spring. The tests will be split up over two days and you will be able to prepare some notes or ideas about the essay in nd
advance of the 2 day of testing.
Grading Policy: Formative = 30% Oral recitations (2x) Warm-ups (1x) Text packet notes & summaries (1x) Recitation packet translations & scansion (1x) Participation/oral production (1x) Homework exercises (1x) Terminology packets (2x) Summative = 70% Tests/CBAs (2x) Passage Quizzes (1x) Vocabulary Quizzes (1x)
Late Work: Work may be turned in one day late without penalty with a late work coupon (1 per 9 weeks). Because we will be having so many quizzes in order to keep you on top of the amount of Latin we will be reading, you will be allowed one vocabulary quiz coupon and one passage quiz coupon per 9 weeks as well. You will still have to take the quiz but you can erase it at the end of the 9 weeks.
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Your assignments for the year are as follows: SEP TIMĀNAE
D.
LŪNAE
1: Aug 25-29 (319 words = +/29 lines)
grammar review; map work
2: Sept 1-5 (271 words = +/25 lines)
diēs fēstus
3: Sept 8-12 (391 words = +/36 lines)
passage quiz 1.3-4 quia
4: Sept 15-19 (585 words = +/53 lines)
passage quiz 1.5-7 quia
5: Sept 22-26 (742 words = +/67 lines)
passage quiz 4.2428 quia
6: Sept 29-Oct 3
passage quiz 4.2936 quia
7: Oct 6-10 (996 words = +/90 lines)
DBG 5.24-25 (271 words)
8: Oct 13-17 (875 words = +/80 lines)
diēs fēstus
9: Oct 20-24 (828 words = +/75 lines)
passage quiz 5.31-38 quia
10: Oct 27-31 (844 words = +/77 lines)
passage quiz 5.39-44 quia
D.
MARTIS
MERCURIĪ
D. IOVIS
D.
DBG 1.1 preface material fr text
DBG 1.2
DBG 1.2
vocab quiz 1.12 recitation due sight trans DBG 1.5
DBG 1.3
DBG 1.4
DBG 1.6
DBG 1.7
DBG 4.24- 25 (1/2) (175 words) (Book 6 in English assigned.)
DBG 4.25 (1/2)26 (195 words)
DBG 4.27-28 (215 words)
DBG 4.29-31 (285 words)
DBG 4.32-33 (258 words)
DBG 4.34-36 (199 words)
review for test quia
test CBA 1 (part 1 – trans & MC)
test CBA 1 (part 2 – essay)
DBG 5.28-29 (271)
DBG 5.30 (78)
passage quiz 5.24-30 quia
vocab quiz 5.24-30 recitation due sight trans (Questions on book 6 in English due.) vocab quiz 5.31-38 recitation due sight trans
DBG 5.31-33 (331 words) (Book 7 in English assigned.)
DBG 5.34-35 (240 words)
DBG 5.36-38 (304 words)
DBG 5.39-41 ½) (285 words)
DBG 5.41 ½ -43 (328 words)
DBG 5.44 (215 words)
vocab quiz 5.39-44 recitation due sight trans
DBG 5.45-47 (293 words)
DBG 5.48; 6.13 ½ (273 words)
DBG 6.13 ½ -14 (278 words) HALLOWEEN
DBG 1.1 preface material fr text (Book 1 in English assigned.) passage quiz 1.1-2 quia vocab quiz 1.34 recitation due sight trans vocab quiz 1.57 recitation due sight trans (Questions on book 1 in English due.) vocab quiz 4.24-28 recitation due sight trans vocab quiz 4.29-36 recitation due sight trans DBG 5.26-27 (376 words)
D.
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VENERIS
FĪNIS SEPTIMĀNAE
(Weekends are for review, studying for quizzes on Monday & Tuesday, and working on your English.)
11: Nov 3-7
passage quiz 5.45-48; 6.13-14 quia
vocab quiz 5.45-48; 6.13-14 recitation due sight trans (Questions on book 7 in English due.) DBG 6.18-20 (270 words)
quia & review (Book 1 of Aeneid in English assigned.)
test CBA 2 (trans & MC)
test CBA 2 (essay)
12: Nov 10-14 (544 words = +/49 lines)
DBG 6.15-17 (274 words)
passage quiz 6.17-20 quia
vocab quiz 6.17-20 recitation due sight trans
cultural discussion
13: Nov 17-21 (49 lines = 316 words)
1.1-22
1.23-49 (Questions on book 1 in English due.)
passage quiz 1.1-49 quia (Book 2 in English assigned.)
vocab quiz 1.1-49 recitation due Begin TROY
TROY
14: Nov 24-28
diēs fēstus
diēs fēstus
diēs fēstus
diēs fēstus
diēs fēstus
15: Dec 1-5 (73 lines = 495 words)
TROY
TROY
1.50-80
1.81-101
1.102-123
16: Dec 8-12
passage quiz 1.50-123 quia
vocab quiz 1.50-123 recitation due sight trans
review for exams
review for exams
review for exams
17: Dec 15-19
exāminēs
exāminēs
exāminēs
exāminēs
exāminēs
Dec 22-26
fēstī hiemis fēstī hiemis
fēstī hiemis fēstī hiemis Aen. 1.124-147
fēstī hiemis fēstī hiemis Aen. 1.148-179 (Questions on book 2 in English due.)
fēstī hiemis fēstī hiemis Aen. 1.180-209 (Book 4 in English assigned.)
fēstī hiemis fēstī hiemis Aen. 1.418-440
Dec 29– Jan 2 18: Jan 5-9 (107 lines = 704 words)
diēs fēstus discipulīs
19: Jan 12-16 (84 lines = 539 words)
passage quiz 1.124-209; 418440 quia
vocab quiz 1.124-209; 418440 sight trans
Aen. 1.494-519
Aen. 1.520-543
Aen. 1.544-578
20: Jan 19-23 (50 lines = 317 words)
diēs fēstus discipulīs
passage quiz 1.494-578 quia
vocab quiz 1.494-578 sight trans
Aen. 2.40-56; 201-208
Aen. 2.209-234
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21: Jan 26-30 (104 lines = 687 words)
passage quiz 2.40-56; 201-234 quia
22: Feb 2-6
passage quiz 2.235-249; 268297; 559-620 quia Aen. 4.160-172
23: Feb 9-13 (94 lines = 618 words) 24: Feb 16-20
25: Feb 23- 27
26: Mar 2-6
vocab quiz 2.40-56; 201234 sight trans (Questions on book 4 in English due.) vocab quiz 2.235-249; 268297; 559-620 sight trans Aen. 4.173-194
Aen. 2.235-249 2.268-280 (Book 6 in English assigned.)
Aen. 2.280-297; 2.559-587
Aen. 2.588-620
quia
CBA4 test
CBA4 test
Aen. 4.195-218
Aen. 4.259-278
Aen. 4.279-295
diēs fēstus discipulīs
passage quiz 4.160-218; 259295 quia (Questions on book 6 in English due.)
vocab quiz 4.160-218; 259295 sight trans (Book 8 in English assigned.)
Aen. 4.296-308
Aen. 4.309-332
passage quiz 4.296-332 quia passage quiz 4.331-361; 659705 quia probāre TAKS exit ELA
vocab quiz 4.296-332 sight trans vocab quiz 4. 331-361; 659-705 sight trans probāre TAKS exit
Aen. 4.333-361
Aen. 4.659-685
Aen. 4.685-705
discussion of leadership
LŪDĪ review of English materials
LŪDĪ review of English materials
probāre TAKS exit
TAKS make-up
probāre TAKS exit
27: Mar 9-13
quia
CBA 5 test
CBA 5 test
Aen. 6.295-316
Aen. 6.317-332
28: Mar 16-20
fēstī vērnī
fēstī vērnī
fēstī vērnī
fēstī vērnī
fēstī vērnī
29: Mar 23-27
passage quiz 6.295-332 quia
(Book 12 in English assigned.) 6.384-404
6.405-425
passage quiz 6.384-425 quia
30: Mar 30-Apr 3
vocab quiz 6.384-425 sight trans
vocab quiz 6.295-332 sight trans (Questions on book 8 in English due.) Dido & Aeneas Opera
Dido & Aeneas Opera
STAAR probāre
STAAR probāre
finish DVD; discussion scansion challenge
diēs fēstus (caelī malī)
STAAR probāre
31: Apr 6-10
6.450-476
6.847-866
6.867-899
10
STAAR probāre TSJCL PREP
TSJCL in Amarillo TX
TSJCL in Amarillo TX
32: Apr 13-17
culture discussion
passage quiz 6.450-476; 847899 quia
vocab quiz 6.450-476; 847899 sight trans
(Questions on book 12 in English due.) LŪDĪ review for AP
LŪDĪ review for AP
33: Apr 20-24
LŪDĪ review for AP
LŪDĪ review for AP STAAR probare?
LŪDĪ review for AP STAAR probare?
LŪDĪ review for AP STAAR probare?
LŪDĪ review for AP
34: Apr 27-May 1
review for AP practice for spot questions
review for AP
review for AP practice for spot questions
review for AP
review for AP
35: May 4-8
review for AP AP exāminēs probāre review for AP AP exāminēs probāre Illuminated Manuscript Project
review for AP AP exāminēs probāre review for AP AP exāminēs probāre Illuminated Manuscript Project
review for AP AP exāminēs probāre review for AP AP exāminēs probāre Illuminated Manuscript Project
review for AP AP exāminēs probāre review for AP AP exāminēs probāre Illuminated Manuscript Project
review for AP AP exāminēs probāre LATIN AP EXAM
38: May 25-29
diēs fēstus
Illuminated Manuscript Project
Illuminated Manuscript Project
Illuminated Manuscript Project
Illuminated Manuscript Project
39: June 1-5
exāminēs
exāminēs
exāminēs
exāminēs
diēs fēstus discipulīs
36: May 11-15
37: May 18-22
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Illuminated Manuscript Project
The Illuminated Manuscript Project is designed to be a post-exam activity. We will explore the transmission of texts, the art of calligraphy, and the history of books. Ultimately, students will be choosing some lines of Caesar or Vergil and designing a page by hand. This project will be your final exam grade for the course.
exspectō patrōnum! exspectō patrōnum! necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 1 st 9 weeks – Vocabulary Quiz
necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 1st 9 weeks – Passage Quiz
nōmen____________________________________
nōmen____________________________________
probātiuncula_______________________________
probātiuncula_______________________________
exspectō patrōnum! exspectō patrōnum! necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 2 nd 9 weeks – Vocabulary Quiz
necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 2nd 9 weeks – Passage Quiz
nōmen____________________________________
nōmen____________________________________
probātiuncula_______________________________
probātiuncula_______________________________
exspectō patrōnum! exspectō patrōnum! necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 3 rd 9 weeks – Vocabulary Quiz
necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 3rd 9 weeks – Passage Quiz
nōmen____________________________________
nōmen____________________________________
probātiuncula_______________________________
probātiuncula_______________________________
exspectō patrōnum! exspectō patrōnum! necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 4th 9 weeks – Vocabulary Quiz
necesse est mihi expellere dēmentōrēs quī mē probātiunculam improbārī coēgērunt. 4th 9 weeks – Passage Quiz
nōmen____________________________________
nōmen____________________________________
probātiuncula_______________________________
probātiuncula_______________________________
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Curricular Requirements
Page(s)
CR1
The course is structured to allow students to complete the entire required reading list published in the AP® Latin Curriculum Framework.
8-11
CR2
The course provides ongoing opportunities for students to translate Latin poetry and prose from the required list into English as literally as possible.
5, 6, 8-11
CR3
The course provides ongoing opportunities for students to demonstrate comprehension of Latin passages from the required reading list.
5, 6, 8-11
CR4
The course provides ongoing opportunities for students to demonstrate understanding of the required English readings as context for the required Latin readings.
6, 8-11
CR5
The course provides ongoing opportunities for students to demonstrate comprehension of non-syllabus-based Caesar and Vergil passages and passages from other authors by reading at sight.
6, 8-11
CR6
The course provides ongoing opportunities for students to enhance comprehension of Latin passages by reading aloud.
6, 8-11
CR7
The course provides ongoing opportunities for students to scan dactylic hexameter in Latin poetry.
5, 6, 8-11
CR8
The course provides ongoing opportunities for students to learn and use specific terminology in their study of the required Latin texts.
5, 6, 8-11
CR9
The course provides ongoing opportunities for students to relate the required Latin passages to Roman historical, cultural, and literary contexts.
4, 5, 6, 8-11
CR10
The course provides opportunities for students to interpret and analyze the required Latin passages in essays and other written responses.
4, 6, 8-11
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