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Course Profile Classical Languages, Level
1, Academic, Public
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for Ontario, 2000
Lead Board
Simcoe County District School Board
Director of Education: Sharon Bate
Superintendent of Student Services: Nancy Tully-Peever
Project Manager
Margaret-Anne Gillis, Barrie Central Collegiate
Course Profile Writing Team
Jennifer Archer, Jarvis Collegiate, Toronto
Elizabeth Ellison, Elmwood School, Ottawa
James Lynd, O'Neill Collegiate, Oshawa
Internal Reviewers
Rocky Yeung, Leaside High School, Toronto
Course Overview
Classical Languages, Level 1, Academic
Course Developers
Margaret-Anne Gillis (Project Manager)
Jennifer Archer
Elizabeth Ellison
Jim Lynd
Development Date: July 12-23, 1999
Course Revisers: (Internal) Rocky Yeung
Revision Date: July 21, 1999
Course Title: Classical Languages, Level 1, Academic
Secondary Policy Document Publication Date: The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999.
Ministry Course Code: LVGAD/LVLAD
Credit Value: 1
The study of Latin and ancient Greek introduces students to the linguistic and cultural roots of Western societies. By learning these languages, students become more aware of grammar in English and other modern languages. In addition, the study of Latin and ancient Greek root words increases their vocabulary and improves their spelling. As a consequence, students enrolled in Classical language programs are able to speak, read, and write with greater proficiency, and are able to learn other languages more readily. Moreover, the knowledge students gain of the literature, mythology, archaeology, and art, as well as the commercial and social practices of ancient civilizations enables them to better appreciate and respect their own heritage and that of others.
Classical language courses are taught primarily in English. Through activities such as presentations, reports, debates, and seminars, students learn to work co-operatively, develop thinking and communication skills, and acquire self-confidence. The study of Classical languages challenges students intellectually and gives them an opportunity to develop the knowledge and discipline they need to succeed in post-secondary studies and the workplace of the twenty-first century. (The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999.)
Classical language teaching does not lend itself to discrete thematic units; it tends to focus, instead, on the progressive development of interconnected skills. In the case of Latin and ancient Greek, these skills include building knowledge of grammar and vocabulary in order to translate effectively. Cultural topics are an integral part of the language study and are crucial for the students’ understanding, and so they are an important component of Classical language courses. Teachers throughout the province use a variety of textbooks; therefore the “approaches” mentioned in the following course profile constitute a widely-applicable division of topics and choice of activities in order to be of use to all teachers. Teachers are not expected to teach the units outlined below in complete “bundles”; they are to be sampled, where teachers feel they need an activity to teach a specific aspect of the course. These units are arranged thematically to allow teachers to locate easily an activity they need in order to teach a particular concept.
Teachers using this course profile document should keep in mind that they are their own primary resource. The textbook(s) and resources listed in this document can be of assistance to them, but the key to a successful teaching experience is creativity, adaptability, sensitivity, and a sense of humour. The units and activities listed are suggested as possible teaching approaches, but in no way prescriptive. Teachers should sample the information contained herein to glean materials, activities, and ideas, which they find personally useful and applicable to their own situations.
Teachers of Classical languages in Ontario use a limited range of textbooks: Cambridge Latin Course, Ecce Romani, Oxford Latin Course, Athenaze, Latin for Canadian Schools. Though the vast majority of teachers use the Cambridge Latin Course, this course profile has not been written specifically for that text. Rather, the books have been compared to find areas of commonality so that a resource could be written that would be of use to all teachers of Classical languages in the province (Greek and Latin). In order to address the common requirements of all these texts, four unit areas were identified as listed below.
|
Unit 1 |
Translation |
50 hours |
|
Unit 2 |
Grammatical Knowledge |
23 hours |
|
Unit 3 |
Vocabulary / Derivatives |
12 hours |
|
Unit 4 |
Ancient Culture |
25 hours |
Units have been assigned a time duration based on an approximation of the amount of time spent on these activities throughout the 110 hours required for a credit. For example, teachers would not teach the concept of nominative and accusative all at once but, over the course of the year, would work with these two grammatical elements many times for an approximate total of 120 minutes. Teachers may find that activities take them greater or less time than indicated.
Students develop an ability to translate passages of Latin or ancient Greek into English, and to translate simple phrases from English into the Classical language. This unit involves a reading - translation approach, along with a wide variety of creative and innovative activities to bring vibrancy and humour to a commonly challenging element of the course. Translation forms a significant portion of Classical language courses, and so constitutes approximately fifty hours of the instructional time allotted.
In order to read and translate Latin and ancient Greek, students must develop an understanding of essential grammatical concepts and terminology. They must be able to analyse sentences for syntax, parts of speech, and word order. They must learn various cases of nouns, tenses of verbs, and other grammatical constructions. They can then apply their understanding of Classical grammar to English and other languages. Students demonstrate their understanding through translation, composition, and analytical and consolidation activities which require them to apply their knowledge to new situations. This unit is designed to provide activities, which facilitate the acquisition of grammatical skills.
While accurate translation can reflect a student's understanding of grammatical concepts, it can also be the result of “guessing” based on contextual clues. Teachers include strong grammatical instruction in their program so students understand why some translations are accurate while others are not, and how texts are translated correctly.
Students develop an understanding of essential vocabulary and derivatives necessary for translation and for simple communication within the Classical language. A variety of activities and teaching methods is used to assist students in assimilating the required material. Students develop linguistic skills which are not only helpful to them in working with the Classical language, but which also greatly facilitate their learning of English and other languages. The activities suggested are offered to provide assistance to teachers in improving the ease of their students' acquisition of vocabulary and derivatives.
Students develop an understanding of the ancient culture whose language they are studying, since the language is taught through stories reflecting its cultural heritage. Through both individual and group work, including research and hands-on activities, students have the opportunity to see the past come alive. This section of the course is taught in English (with reference to Classical passages read in class), and should involve a range of teaching and learning approaches in order to best meet the needs of students. This unit constitutes a wonderful opportunity for teachers and students to be creative and imaginative in learning about ancient cultures.
The units and activities listed throughout are suggested as possible teaching approaches, but are in no way prescriptive. Units are not meant to be taught in complete blocks (i.e., translation is not meant to be taught in a 50-hour uninterrupted period). Indication is given at the beginning of each activity as to how many times the activity could be done within the course, and the approximate length of time one performance of the activity will take. It is essential to remember that these are only approximations, however, and that teachers may adjust activities to meet their own needs and circumstances.
The student is at the centre of all activities outlined below. However, because this is a beginning level course, in which students will have little or no background, it is often essential for the teacher to direct and guide the activity.
To meet the needs of all students and to ensure their successful learning, teachers use a number of approaches to course content, including co-operative learning, individual assignments, hands-on/creative activities, games, dramatizations/skits, tests, quizzes, exams, essays/research projects, personal response writing, translations, creative writing, and so forth.
An activities-oriented approach to teaching requires teachers to pay particular attention to health and safety considerations. For instance, teachers using food should be aware of any allergies or other medical conditions within their classroom. If an activity requires students to move about, engage in physical activity, teachers should review proper behaviour and safety practices. Teachers should ensure that any materials used for re-enactments, for example, are safe and appropriate to the students' ages.
Courses in Classical languages focus on the cultures of ancient Greece and Rome with specific reference to cultures and peoples within the Roman Empire such as the Celts, and people of Turkey, the Middle East to India [Syria, Lebanon, Israel, Iraq, Iran], Armenia, Georgia, Romania, Egypt, and all of northern Africa including some African tribes. In this way, students are encouraged to appreciate the linguistic and cultural inheritance of the West, which originated in ancient Greece and Rome, and also to demonstrate sensitivity toward and appreciation of the cultures and peoples of a wide geographic region both in ancient times and today. Teachers can also encourage students to draw comparisons between their own cultural backgrounds and those being studied, noting the common humanity of peoples throughout time.
All students who have been identified with an exceptionality will have an Individual Education Program (IEP) provided by the special education department within the school. Teachers should consult the special education personnel when implementing IEP materials, especially when trying to deal with more difficult accommodations than those listed below.
Accommodations for students having special needs can be made at various stages in this unit. Teachers should approach the activities in this document, always keeping in mind the specific needs of students within their own classrooms, whether these needs are based on students' learning styles or particular challenges.
Students of ESL/ELD who have not yet achieved a working proficiency in English may experience extreme difficulty in studying Latin/ancient Greek. Computer programs that assist students in learning the elements of Latin/ancient Greek could be incorporated in order to assist them with this process. Additional time for tests, assignments, and other evaluations would also benefit these students and increase their success. In addition, peer mentors can be provided to assist ESL/ELD students in their learning of Latin/ancient Greek.
Students with visual impairments could be provided with large print versions of written and textual materials or with Braille versions as available. Students having access to computer technology can be provided with textual material on disk, which can be viewed in magnification or read by an electronic voice. Oral testing can be provided to these students, avoiding the need for written assessment, or additional time can be given. “Note buddies” or “peer mentors” could be provided to assist these students with note-taking, organization, or group activities. In the case of slides or videos, large-screen televisions can assist those with limited sight in viewing films; slides can be enlarged by placing the projector at a greater distance from the screen. In each case, the teacher should ensure that sufficient aural information accompanies the visuals.
Students with hearing impairments could be seated at the front of the class to allow them to lip-read the teacher’s speech or increase the efficiency of their hearing. In addition, these students can make use of technological hearing devices accompanied by a microphone worn by the teacher. Signers may be available to assist these students in learning. “Note buddies” or “peer mentors” could be provided to assist these students with note-taking, organization, or group activities.
Students with other physical impairments can be accommodated within an individual school or classroom setting by adjusting the classroom setup (such as the arrangement of desks) to facilitate the presence of students in wheelchairs, for example. The special education department, parent(s) / guardian(s), and the student himself or herself, can provide the best information on how this is to be done.
Enrichment can be offered within each activity of the unit to provide for a more fulfilling learning experience. Such accommodations could include full explanations of exceptions to grammatical rules, more challenging translations, translation from English to Latin or ancient Greek, independent research projects requiring a more in-depth analysis, video-making or creative writing projects, and the like. Students should be encouraged to use their particular area(s) of giftedness to enhance their learning and meet their potential as fully as possible.
Students having learning impairments can be assisted in this course by peer tutors or “note buddies” who assist them with organizational skills or in the acquisition of new information. Additional time for testing and alternative testing forms can also improve students' success. Computer programs, such as Transparent Language: Latin Now!, that allow students to work at their own pace and that provide alternate presentation of materials are available.
Teachers can make other accommodations in consultation with specific students, their parent(s), social workers, and the special education department of the school in order to create an atmosphere conducive to optimal learning.
In order to give students an evaluation of their accomplishments in this course that is fair and accurate, teachers use a wide variety of diagnostic, formative, and summative assessment techniques and tools, such as rubrics, checklists, quizzes/tests, etc. Students should also be given the opportunity to reflect upon their performances, and that of their peers, through peer and self-evaluation. Teachers should explore the activities within each unit for the selection of assessment approaches recommended.
The overall and specific expectations given for each activity all link to five strands: Listening, Speaking, Reading, Writing, and Application of Knowledge to the Classical Language. These are all interconnected, yet can be evaluated separately. Therefore, each activity is accompanied by a series of expectations which allow teachers the flexibility to assess the activity through one or all of the strands, as they see fit. Each expectation satisfied by the activity is listed.
This collection of resources is organized into useful categories containing publications helpful to teachers of Latin and ancient Greek in a variety of aspects of the course. Some books have been cross-listed because they fit into several categories, but in general, teachers should consult several lists to locate appropriate materials.
The Ontario Classical Association is an excellent teacher resource that provides mentorship information for new teachers as well as useful resources.
http://arts.uwaterloo.ca/~lneuru/oca.html
Balme, Maurice and Gilbert Lawall. Athenaze: An Introduction to Ancient Greek, Volume 1. Oxford: Oxford University Press, 1990.
Balme, Maurice and Gilbert Lawall. Athenaze: An Introduction to Ancient Greek, Volume 1 - Teacher’s Handbook. Oxford: Oxford University Press, 1990.
Balme, Maurice and James Morwood. Oxford Latin Course - Part I. Oxford: Oxford University Press, 1987.
Balme, Maurice and James Morwood. Oxford Latin Course: Teacher’s Book. Oxford: Oxford University Press, 1987.
Balme, Maurice and James Morwood. The Oxford Latin Reader - Teacher's Book. Oxford: Oxford University Press, 1997.
Craig, Cheryl. Life in Ancient Greece - Teacher's Guide and Blackline Master Package. Edmonton, Alberta: Plains Publishing, Inc., 1992.
Perry, David J., et al. Ecce Romani, Books 1 and 2. Toronto: Copp Clark Pitman, 1995.
Perry, David J., et al. Ecce Romani - Teacher's Guide I. Toronto: Copp Clark Pitman, 1995.
Perry, David J., et al. Ecce Romani - Teacher's Guide II. Toronto: Copp Clark Pitman, 1995.
Phinney, Ed, et al. Cambridge Latin Course, Unit 1. Cambridge: Cambridge University Press, 1983.
Phinney, Ed, et al. Cambridge Latin Course, Unit 2. Cambridge: Cambridge University Press, 1983.
Phinney, Ed. Cambridge Latin Course, Unit 1 - Teacher's Manual. Cambridge: Cambridge University Press, 1983.
Phinney, Ed. Cambridge Latin Course, Units II A and II B - Teacher's Manual. Cambridge: Cambridge University Press, 1983.
Allen, J.H. and J.B. Greenough. A New Latin Grammar. New Rochelle, New York: Caratzas Books, 1888.
Griffin, Robin M. A Student's Latin Grammar. Cambridge: Cambridge University Press, 1992.
Goldman, Norma and Ladislas Szymanski. English Grammar for Students of Latin. Ann Arbor: The Olivia and Hill Press, 1993.
Goodspeed, Robert C. From Greek to Graffiti: English Words that Survive and Thrive. Smithtown, New York: Exposition Press, 1981.
Jones. Peter. Learn Latin. London: Duckworth Press, 1997.
Krill, Richard M. Greek & Latin in English Today. Wauconda, Illinois: Bolchazy-Carducci, 1990.
Lebet, Philip E. and David J. Perry. Vocabula et Sermones: Basic Vocabulary and Sample Conversations. Oxford, Ohio: American Classical League.
Smyth, H.W. Greek Grammar. Cambridge, Massachusetts: Harvard University Press, 1956.
Taylor, B.C. The Greeks Had a Word for It: A Handbook for Students of English. Toronto: University of Toronto Press, 1984.
Taylor, B.C. Latin is Alive and Well. Toronto: University of Toronto Press, 1973.
Traupman, John C. Conversational Latin for Oral Proficiency. Wauconda, Illinois: Bolchazy-Carducci, 1998.
Wilson, W. Michael. Essentials of Latin Grammar. Chicago: Passport Books, 1965.
Ancient Origins: Time Travel Through 5 Million Years of Human
History. Tempe, Arizona: Piranha Interactive
Publishing, Inc., 1998.
http://www.pirahnainteractive.com
Caesar III. Sierra
(This is a computer game which can be used to help students visualize the way
in which a city evolves, the elements essential to its success as an urban
settlement, and its reflection of culture.)
http://www.sierra.com
Exploring Ancient Cities.
(Pompeii, Crete, Petra)
San Francisco: Sumeria, 1994.
Latin Vocabulary Drills. North American
Cambridge Classics Project.
(This program contains drills designed for use with CLC Units 1 - 4).
www.centaursystems.com
Mythology. Stanford, Connecticut: Emme Interactive,
1996.
http://emme.com
SPQR. G. T. Interactive
http://www.gtinteractive.com
Transparent
Language: Latin Now! Hollis, New Hampshire:
Transparent Language, Inc.
(This can be adapted for specific grammatical reinforcement for Cambridge Latin
Course, Ecce Romani, and Oxford Latin Course.)
http://www.transparent.com
Balme, Maurice and James Morwood. The Oxford Latin Reader. Oxford: Oxford University Press, 1997.
Dale, C.M. Latin Passages for Translation and Comprehension. Cambridge: Cambridge University Press, 1981.
Dunlop, Philip. Short Latin Stories. Cambridge: Cambridge University Press, 1987.
Farrow, Stan. Fabulae Ancillantes, Units 1 and 2. Charlotte, North Carolina: North American Cambridge Classics Project Resource Centre, 1991.
Nairn, J.A. and G.A. Nairn. Greek through Reading. Bristol: Bristol Classical Press, 1988.
Bardi, Piero. The Atlas of the Classical World. Toronto: Stoddart Publishing, 1997.
Cornell, Tim and John Matthew. Atlas of the Roman World. New York: Facts on File, 1982.
Grant, Michael. The Routledge Atlas of Classical History. London: Routledge, 1971.
Levi, Peter. Atlas of the Greek World. New York: Facts on File, 1991.
Morkot, Robert. The Penguin Historical Atlas of Ancient Greece. London: Penguin Books, 1996.
Scarre, Chris. The Penguin Historical Atlas of Ancient Rome. London: Penguin Books, 1995.
Ash, Rhiannon. Mystery History of the Roman Colosseum. London: Aladdin Books, 1997.
Balsdon, J.P.V.D. Life and Leisure in Ancient Rome. New York: McGraw-Hill, 1969.
Barton, Carlin. The Sorrows of the Ancient Romans: the Gladiator and the Monster. Princeton, New Jersey: Princeton University Press, 1996.
Chrisp, Peter. Great Buildings: The Colosseum- How It Was Built and How It Was Used. Austin, Texas: Raintree Steck-Vaughn Company, 1997.
Connolly, Peter and Hazel Dodge. The Ancient City: Life in Classical Athens and Rome. Oxford: Oxford University Press, 1997.
Cullum, Albert. Greek and Roman Plays for the Intermediate Grades. Torrance, California: Fearon Teacher Aids, 1996.
Davidson, James. Courtesans and Fish Cakes. London: Harper Collins, 1997.
Grant, Michael. Gladiators. New York: Delacorte Press, 1967.
Hodges, Peter. Aspects of Roman Life: Roman Sport and Entertainment. Burnt Mill, Essex: Longman Group Ltd., 1974.
Macdonald, Fiona. Inside Story: The Roman Colosseum. Hemel Hempstead, Hertfordshire: Simon & Schuster, 1996.
Mann, Elizabeth. The Roman Colosseum. New York: Mikaya Press, 1998.
Pearson, John. Arena: The Story of the Colosseum. New York: McGraw-Hill, 1973.
Toner, J.P. Leisure and Ancient Rome. Oxford: Blackwell Publishers, 1995.
Watkins, Richard. Gladiator. Boston: Houghton Mifflin Company, 1997.
Wiedemann, Thomas. Emperors and Gladiators. London: Routledge Press, 1992.
Dalby, A. and S. Grainger. The Classical Cookbook. Malibu, California: J. Paul Geddy Trust Publications, 1996.
Flower, Barbara and Elizabeth Rosenbaum. Apicius: The Roman Cookery Book. London: n. pub. 1958.
Giacosa, I. A Taste of Ancient Rome. Chicago: University of Chicago Press, 1992.
Smith, Jeff. The Frugal Gourmet Cooks Three Ancient Cuisines. New York: William Morrow Company, 1989.
Woodman, Marian. Food and Cooking in Roman Britain: 40 Genuine Roman Recipes. Cirencester, Gloucester: Cotswold District Council - Museum Service, 1985.
Balsdon, J.P.V.D. Roman Women: Their History and Habits. London: Bodley Head, 1962.
Cantarella, Eva. Pandora's Daughters. Baltimore: The Johns Hopkins University Press, 1987.
Mackail, J.W., et al. trans. Catullus, Tibullus, Pervigilium Veneris.
Cambridge, Massachusetts: Harvard University Press, 1988.
Contains the poems of Sulpicia (Tibullus 3.11-18).
Fantham, Elaine, et al. Women in the Classical World. Oxford: Oxford University Press, 1984.
King, Helen. Hippocrates' Woman: Reading the Female Body in Ancient Greece. London: Routledge, 1998.
Kleiner, Diana, ed. I, Claudia: Women in Ancient Rome. New Haven, Connecticut: Yale University Art Gallery/Texas U.P. 1991.
Lattimore, Richmond , trans. Greek Lyrics. Chicago: University of
Chicago Press, 1976.
Useful for the study of Sappho.
Lefkowitz, Mary R. and Maureen B. Fant. Women's Life in Greece and Rome. Baltimore: The Johns Hopkins University Press, 1992.
Massey, Michael. Women in Ancient Greece and Rome. Cambridge: Cambridge University Press, 1988.
Pomeroy, Sarah B. Goddesses, Whores, Wives, and Slaves: Women in Classical Antiquity. New York: Shocken Books, 1975.
Adcock, F.E. Roman Political Ideas and Practice. Ann Arbor: University of Michigan Press, 1959.
Barry, Nicholas. An Introduction to Roman Law. Oxford: Clarendon Press, 1962.
Classics Department, University of Maryland. Ancient Elections and Politics. Baltimore: University of Maryland.
Crook, J.A. Law and Life of Rome. Ithaca, New York: Cornell University Press, 1967.
Masciantonio, Rudolph. Legal Latin: A Teacher's Guide. Philadelphia: School District of Philadelphia.
Strasheim, Lorraine A. Oro Vos Faciatis: An “Election Unit”. Oxford, Ohio: American Classical League.
Barton, Carlin. The Sorrows of the Ancient Romans: the Gladiator and the Monster. Princeton, New Jersey: Princeton University Press, 1996.
Wiedemann, Thomas. Emperors and Gladiators. London: Routledge Press, 1992.
Wiedemann, Thomas. Greek and Roman Slavery. London: Routledge Press, 1989.
Cumont, Franz. Astrology and Religion Among the Greeks and Romans. New York: Dover Publishing, 1912.
Meyer, Marvin W, ed. The Ancient Mysteries: A Sourcebook - Sacred Texts of the Mystery Religions of the Ancient Mediterranean World. New York: Harper Collins, 1987.
Ogilvie, R.M. The Romans and Their Gods. London: Hogarth Press, 1986.
Chrisp, Peter. Great Buildings: The Colosseum- How It Was Built and How It Was Used. Austin, Texas: Raintree Steck-Vaughn Company, 1997.
Chrisp, Peter. Great Buildings: The Parthenon - How It Was Built and How It Was Used. Austin, Texas: Raintree Steck-Vaughn Company, 1997.
Hodges, Peter. Aspects of Roman Life: The Roman House. Burnt Mill, Essex: The Longman Group Ltd., 1974.
Hodges, Peter. Aspects of Roman Life: Roman Towns. Burnt Mill, Essex: The Longman Group Ltd., 1974.
Howarth, Sarah. Roman Places. Brookfield, Connecticut: The Millbrook Press, 1995.
Macaulay, David. City: A Story of Roman Planning and Construction. Boston: Houghton Mifflin Co., 1974.
Macdonald, Fiona. Inside Story: A Greek Temple. Hemel Hempstead, Hertfordshire: Simon & Schuster, 1992.
Macdonald, Fiona. Inside Story: The Roman Colosseum. Hemel Hempstead, Hertfordshire: Simon & Schuster, 1996.
Martell, Hazel Mary. Metropolis: Roman Town. Brighton, England: The Salariya Book Company, 1997.
Morley, Jacqueline. Inside Story: A Roman Villa. Hemel Hempstead, Hertfordshire: Simon & Schuster, 1992.
Bisel, Sara C. The Secrets of Vesuvius. Toronto: Scholastic Press.
Connolly, Peter. Pompeii. Oxford: Oxford University Press.
Etienne, Robert. Pompeii: The Day a City Died. New York: Harry M. Abrams, Inc., 1992.
Goor, Ron and Nancy Goor. Pompeii: Exploring a Roman Ghost Town. New York: Harper Collins, 1986.
Lessing, Eric, and Antonio Verone. Pompeii. Paris: Editions Pierre Terrail, 1995.
Tanaka, Shelley. I Was There: The Buried City of Pompeii. Toronto: Madison Press Books, 1997.
Ventura, Piero and Gian Paolo Ceserani. In Search of Pompeii. London: Macdonald & Co., 1985.
Zanker, Paul. Pompeii: Public and Private Life. Cambridge, Massachusetts: Harvard University Press, 1998.
Baxter, Nicola. Craft Topics: Romans. New York: Franklin Watts Inc., 1992.
Carlson, Laurie. Classical Kids: An Activity Guide to Life in Ancient Greece and Rome. Chicago, Illinois: Chicago Review Press, Incorporated, 1998.
Chrisp, Peter. My World: Ancient Greece. Chicago: World Book Inc., 1998.
Chrisp, Peter. My World: Ancient Rome. Chicago: World Book Inc., 1997.
Honan, Linda. Spend the Day in Ancient Greece: Projects and Activities that Bring the Past to Life. Toronto: John Wiley and Sons, Inc., 1998.
Honan, Linda. Spend the Day in Ancient Rome: Projects and Activities that Bring the Past to Life. Toronto: John Wiley and Sons, Inc., 1998.
Make It Work: The Roman Empire. Toronto: Stoddart Publishing, 1997.
Amery, Heather. The Time Traveller Book of Rome and Romans. London: Usborne Publishing, 1976.
Carcopino, Jérome. Daily Life in Ancient Rome. London: Penguin Books, 1941.
Clare, John D. Living History: Classical Rome. New York: Harcourt Brace Jovanovich, 1993.
Corrick, James A. World History Series: The Byzantine Empire. San Diego: Lucent Books, 1997.
Bernard, Charlotte. Caesar and Rome. New York: Henry Holt and Company, 1996.
Buller, Jeffrey L. Historical Films in the Latin Classroom. Oxford, Ohio: American Classical League, 1992.
Ganeri, Anita. Focus on Romans. New York: Gloucester Press, 1992.
Ganeri, Anita. How Would You Survive as an Ancient Roman? New York: Franklin Watts, 1995.
Gardner, Jane F. and Wiedemann, Thomas. The Roman Household: A Sourcebook. London: Routledge, 1991.
Geyen, Marty and Linda Varju. Modern Curriculum Press - Field Trip, Ancient Rome. Cleveland: Modern Curriculum Press, 1992.
Grant, Michael. The Routledge Atlas of Classical History. London: Routledge, 1971.
Hicks, Peter. Look Into the Past: The Romans. Hove, East Sussex: Wayland Publishing, 1993.
Hodges, Peter. Aspects of Roman Life: Roman Family Life. Burnt Mill, Essex: Longman Group Ltd., 1974.
Hodges, Peter. Aspects of Roman Life: Roman Trade and Travel. Burnt Mill, Essex: Longman Group Ltd., 1974.
Howarth, Sarah. Roman People. Brookfield, Connecticut: The Millbrook Press, 1995.
James, John and Louise James. Digging Deep Into the Past: The Romans. Oxford: Heinemann Educational Publishers, 1997.
James, Simon. Eyewitness Books: Ancient Rome. Toronto: Stoddart Publishing, 1990.
James, Simon. See Through History: Ancient Rome. London: Hamlyn Children’s Books, 1992.
Langley, Lee Andrew and Philip De Souza. The Roman News. Cambridge, Massachusetts: Candlewick Press, 1996.
Lewis, Napthali and Meyer Reinhold. Roman Civilizations Sourcebook I: The Republic. New York: Harper and Row, 1966.
Lewis, Napthali and Meyer Reinhold. Roman Civilizations Sourcebook II: The Empire. New York: Harper and Row, 1966.
Liberati, Anna Maria and Fabio Bourbon. Ancient Rome: History of a Civilization that Ruled the World. New York: Stewart, Tabori, and Chang, 1996.
Macdonald, Fiona. First Facts About the Ancient Romans. Brighton, England: The Salariya Book Company, 1996.
Martin, Peter and Richard Pulley. The Roman World from Republic to Empire. Cambridge: Cambridge University Press, 1992.
Millard, Anne. Welcome to Ancient Rome. Lincolnwood, Illinois: National Textbook Company, 1981.
Nardo, Don. The Way People Live: Life in Ancient Rome. San Diego: Lucent Books, 1997.
Poulton, Michael. Life in the Time of Augustus and the Ancient Romans. Austin, Texas: Raintree Steck -Vaughn, 1993.
Roberts, Hildegard Wulfing. Classical Rome Comes Alive. Eaglewood, Colorado: Teacher Ideas Press, 1992.
Roberts, Paul C. The Nature Company Discoveries Library: Ancient Rome. McMahons Point, Australia: Weldon Owen Pty Limited, 1997.
Scarre, Chris. The Penguin Historical Atlas of Ancient Rome. London: Penguin Books, 1995.
Shelton, Jo-Ann. As the Romans Did: A Sourcebook in Roman Social History. Oxford: Oxford University Press, 1988.
Veyne, Paul, ed. A History of Private Life from Pagan Rome to Byzantium. Cambridge, Massachusetts: Harvard University Press, 1987.
Whittock, Martyn. The Roman Empire. New York: Peter Bedrick Books, 1993.
Clare, John D. I Was There: Ancient Greece. London: The Bodley Head, 1993.
Craig, Cheryl. Life in Ancient Greece. Edmonton, Alberta: Plains Publishing, Inc., 1992.
Descamps-Lequime, Sophie and Denise Vernerey. The Ancient Greeks in the Land of the Gods. Brookfield, Connecticut: The Millbrook Press, 1992.
Ganeri, Anita. Focus on Ancient Greeks. Toronto: Gloucester Press, 1993.
Laisne, Claude. Art of Ancient Greece: Painting, Sculpture, Architecture. Paris: Editions Pierre Terrail, 1995.
Loverance, Rowena. See Through History: Ancient Greece. London: Hamlyn Children's Books, 1992.
Macdonald, Fiona, et al. How Would You Survive as an Ancient Greek? New York: Franklin Watts, 1995.
Morkot, Robert. The Penguin Historical Atlas of Ancient Greece. London: Penguin Books, 1996.
Pearson, Anne. What Do We Know About the Ancient Greeks? Hemel Hempstead, Hertfordshire, 1992.
Pearson, Anne. Eyewitness Books: Ancient Greece. Toronto: Stoddart Publishing, 1992.
Pipe, Jim. Mystery History of the Trojan Horse. London: Aladdin Books, 1997.
Poulton, Michael. Life in the Time of Pericles and the Ancient Greeks. Austin, Texas: Raintree Steck -Vaughn, 1993.
Powell, Anton and Philip Steele. The Greek News. Cambridge, Massachusetts: Candlewick Press, 1996.
Rees, Rosemary. Understanding People in the Past: The Ancient Greeks. Crystal Lake, Illinois: Heinemann Library, 1997.
Schofield, Louise. The Nature Company Discoveries Library: Ancient Greece. McMahons Point, Australia: Weldon Owen Pty Limited, 1997.
Theulé, Frédéric. Alexander and His Times. New York: Henry Holt and Company, 1996.
Williams, A. Susan. Look Into the Past: The Greeks. Hove, East Sussex: Wayland Publishing, 1993.
Bianchi, Robert Steven. The Nubians: People of the Ancient Nile. Brookfield, Connecticut: The Millbrook Press, 1994.
Corbishley, Mike. Pathways: Timelines of the Ancient World. Hemel Hempstead, Hertfordshire: Macdonald Young Books, 1995.
Corbishley, Mike. Timelink: Ancient World. London: Hamlyn Children's Books, 1992.
Hunter, Erica D. Cultural Atlas for Young People: First Civilizations. New York: Facts On File, Inc., 1994.
James, Peter, and Nick Thorpe. Wonders of the Past!: Ancient Inventions. New York: Ballantine Books, 1995.
Martell, Hazel Mary. The Kingfisher Book of the Ancient World. New York: Kingfisher, 1995.
Martell, Hazel Mary. See Through History: The Celts. London: Hamlyn Children's Books, 1995.
Martell, Hazel Mary. What Do We Know About the Celts? Hemel Hempstead, Hertfordshire: Simon and Schuster Young Books, 1993.
Place, Robin. Clues from the Past. Hove, East Sussex: Wayland Publishing Ltd., 1993.
Tubb, Jonathan N. Eyewitness Books: Bible Lands. Toronto: Stoddart Publishing, 1991.
Whittock, Martyn. The Roman Empire. New York: Peter Bedrick Books, 1993.
Wilkinson, Philip. Mysterious Places: The Mediterranean. New York: Chelsea House Publishers, 1994.
Zeinert, Karen. Cultures of the Past: The Persian Empire. New York: Benchmark Books, 1997.
Ontario Classical Association
http://arts.uwaterloo.ca/~lneuru/oca.html
Classical Association of Canada
ivory.trentu.ca/www/cl/cac
(England) Joint Association of
Classics Teachers
http://www.jact.uk
American Classical League
http://www.aclclassics.org
North American Cambridge Classics
Project
http://www.cambridgelatin.com
(American) National Junior
Classical League
http://www.njcl.org
(American) National Senior Classical
League
http://www.nscl.org
Classical Course Database -
Course Materials
http://www.tlg.uci.edu/~tlg/index/courses.html
E-mail discussion list for teachers
Latinteach
http//www.geocities.com/Athens/Styx/1790/index/html
Women and Gender in the Ancient World
Diotima
http://www.uky.edu/Arts&Sciences/Classics/gender.html
Historical Fiction
Fictional Rome
http://loki.stockton.edu/~roman/fiction/
News in Latin: Nuntii Latini
http://www.yle.fi/fbc/radiofin.html
Latin Penpals: Grex Latine
Loquentium
LISTSERV@PLEARN.EDU.PL
Latin Music
http://www.pathname.com/enya/
Buller, Jeffrey L. Historical Films in the Latin Classroom. Oxford, Ohio: American Classical League 1992.
McCrae, Linda R. Latina Vivit: A Guide to Lively Latin Classes. Portland, Maine: J. Weston Walch Publishers, 1986.
The Methodology Committee, American Classical League. Expertis credite... Oxford, Ohio: American Classical League, 1989.
Salerno, Dorsey Price. Latin for Beginners: A Handbook for Teachers. Oxford, Ohio: American Classical League.
Bellanca, J. and R. Fogarty. Blueprints for Thinking in the Co-operative Classroom. Palatine, Illinois: Skylight Publishing Incorporated, 1990.
Clarke, J., et al. Together We Learn: Co-operative Small Group Learning. Scarborough: Prentice-Hall Canada Inc., 1989.
Bandler, R. and J. Grinder. Frogs into Princes: Neuro Linguistic Programming. Moab, Utah: Real People Press, 1979.
Bell, L.M., et al. Independent Learning: Process to Product. Toronto: OSSTF, 1989.
Mann, L. Teaching the Learning-Disabled Adolescent. Boston: Houghton Mifflin, 1978.
Nagel, R., et al. Not Alone: Teaching the Secondary Student with Special Needs. Toronto: OSSTF, 1981.
Oppenheim, J. Getting it Right: Meeting the Needs of the Early Adolescent Learners. Toronto: Federation of Women Teachers of Ontario, 1990.
Winzer, M. Children with Exceptionalities in Canadian Classrooms. Scarborough: Prentice Hall, 1995.
Cornfield, R., et al. Making the Grade. Scarborough: Prentice Hall, 1987.
Midwood, D., K. O'Connor, and M. Simpson. Assess for Success: Assessment, Evaluation, and Reporting for Successful Learning. Toronto: OSSTF, 1993.
Ontario Ministry of Education and Training. The Ontario Curriculum Grades 9 and 10: Classical and International Languages. Toronto: Queen's Printer, 1999.
Ontario Ministry of Education and Training. Engendering Equity: Transforming Curriculum. Toronto: Queen's Printer, 1995.
Ontario Ministry of Education and Training. ESL/ESD: English as a Second Language/Dialect, Int. and Sr. Division. Toronto: Queen's Printer, 1997.
Ontario Ministry of Education and Training. Handbook for Teachers of Students with Learning Disabilities. Toronto: Queen's Printer, 1980.
Ontario Ministry of Education and Training. Individual Education Plan (IEP): A Resource Guide. Toronto: Queen's Printer, 1998.
Ontario Ministry of Education and Training. The Ontario Curriculum: Grades 1-8 Language. Toronto: Queen's Printer, 1997.
Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 9 and 10. English. Toronto: Queen's Printer, 1999.
Ontario Ministry of Education and Training. The Ontario Curriculum: Grades 9-12 English as a Second Language and English Literacy Development. Toronto: Queen's Printer, 1999.
Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment. Toronto: Queen's Printer, 1999.
Ontario Ministry of Education and Training. Stepping Up! Ontario's New Standards for High Schools. Toronto: Queen's Printer, 1997.
OISE/UT Home Page
http://www.oise.utoronto.ca/
Creating Rubrics
http://mailer.fsu.edu/~jflake/rubrics.html
Lesson Plans
http://edsitement.neh.fed.us/guides/g_intro2.htm
Ontario Curriculum Clearinghouse
http://www.curriculum.org
Teachers can evaluate the success of their course through a variety of methods. Formal (through tests, exams, etc.) and informal observations (through classroom discussions, and interpersonal interaction) of student performance throughout the year are useful to teachers in adjusting their approach to different aspects of the course. A questionnaire at the end of the course could also be used to allow students to express their views regarding their own success and learning strategies (see Appendix A1 - End of Course Student Self-Assessment). If teachers wish to have students reassess their learning on a unit by unit or activity by activity basis, this end of course questionnaire can be adapted.
End
of Course Evaluation
LVGAD/LVLAD
Name: ___________________________________________________________________
Date: ___________________________ Midterm Mark: _____________
This evaluation is intended to cause you to think about your learning and work habits in this course and to consider if you are making the best effort you can in order to be successful. It is also intended to help your teacher meet your learning needs by responding to your comments regarding the ways in which you learn most successfully and with the greatest enjoyment.
1. What approximate mark do you think you will receive for the course overall? _________
2. Work Ethic: Give yourself a mark out of ten on the scale below, honestly and accurately reflecting your efforts in this course to date. You may give partial marks (e.g., 6.5, 7.5...).
|
Did you complete all assigned work? |
2 |
4 |
6 |
8 |
10 |
|
Did you hand things in on time? |
2 |
4 |
6 |
8 |
10 |
|
Did you complete homework consistently and to the best of your ability? |
2 |
4 |
6 |
8 |
10 |
|
Did you consult the teacher for extra help if you needed it? |
2 |
4 |
6 |
8 |
10 |
|
Did you study for tests/exams? |
2 |
4 |
6 |
8 |
10 |
3. Organizational Skills: Give yourself a mark out of ten on the scale below, honestly and accurately reflecting your organizational skills in this course to date. You may give partial marks.
|
Did you keep your notebook neat and orderly? |
2 |
4 |
6 |
8 |
10 |
|
Did you bring all materials needed to class daily? |
2 |
4 |
6 |
8 |
10 |
|
Did you set schedules for yourself to ensure that assignments were done on time? |
2 |
4 |
6 |
8 |
10 |
|
Did you set a study schedule for tests and exams? |
2 |
4 |
6 |
8 |
10 |
4. Co-operation: Give yourself a mark out of ten on the scale below, honestly and accurately reflecting your cooperation with both your teacher and your peers in this course to date. You may give partial marks.
|
Were you consistently punctual? |
2 |
4 |
6 |
8 |
10 |
|
Did you work in class appropriately and use class time effectively? |
2 |
4 |
6 |
8 |
10 |
|
Did you treat your classmates with respect and politeness? |
2 |
4 |
6 |
8 |
10 |
|
Did you work on group projects properly and effectively? |
2 |
4 |
6 |
8 |
10 |
5. Attitude: Give yourself a mark out of ten on the scale below, honestly and accurately reflecting your attitude in this class to date. You may give partial marks.
|
Were you attentive in class? |
2 |
4 |
6 |
8 |
10 |
|
Did you participate in class discussions? |
2 |
4 |
6 |
8 |
10 |
|
Did you misbehave or interrupt the class? |
2 |
4 |
6 |
8 |
10 |
|
Were you polite to the teacher? |
2 |
4 |
6 |
8 |
10 |
|
Did you respect the class rules? |
2 |
4 |
6 |
8 |
10 |
6. General questions
If you were not able to achieve the level of success you wanted to, what could you have done differently?
Which activities did you enjoy the most and why?
Which activities did you enjoy the least and why?
Which assignments did you find particularly challenging/difficult and why?
Which assignments were particularly easy and why?
If you could make one suggestion to improve this course, what would it be?
Is there anything you would like your teacher to know about how you learn in order to respond to your learning needs better?
Coded Expectations, Classical Languages, Level One, Academic
Ancient Greek Expectations, LVG AD
Overall Expectations
OLV.01
– demonstrate an understanding of simple spoken Latin or ancient Greek;
OLV.02
– show an understanding of basic aspects of ancient societies.
OL1.01
– demonstrate an understanding of spoken words, phrases, questions, and simple passages in the classical language by answering questions and translating material;
OL1.02
– identify and use standard pronunciation of Latin or ancient Greek
OL1.03
– demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OL1.04
– identify artifacts and terms related to cultural aspects of ancient societies (e.g., housing, clothing, recreation) in material presented orally (e.g., talks by guest speakers, discussions, taped interviews).
Overall Expectations
OSV.01
– use the classical language to communicate simple ideas, using vocabulary and grammatical forms appropriate to the level;
OSV.02
– understand and respond to simple passages in the classical language;
OSV.03
– apply their knowledge of ancient societies in a variety of appropriate contexts.
OS1.01
– use simple vocabulary and standard pronunciation in Latin or ancient Greek in oral language activities (e.g., songs, skits, spelling bees);
OS1.02
– apply correct grammar in Latin or ancient Greek in question-and-answer activities and problem-solving exercises (e.g., exercises that involve completing unfinished sentences);
OS1.03
– apply correct grammar in English in oral language activities;
OS1.04
– use knowledge of Latin or Greek roots and grammar when speaking in English;
OS1.05
– translate simple passages in the classical language, both with and without preparation (sight passages);
OS1.06
– explain the meaning of simple passages in the classical language by paraphrasing, summarizing, and answering questions;
OS1.07
– describe personal reactions to material studied by participating in small- and large-group discussions;
OS1.08
– demonstrate knowledge of cultural aspects of ancient societies by participating in quizzes, games, and presentations.
Overall Expectations
REV.01
– read and demonstrate an understanding of simple texts in the classical language;
REV.02
– demonstrate knowledge of ancient societies.
RE1.01
– read simple stories in the classical language and respond to main ideas;
RE1.02
– identify simple grammatical constructions (e.g., subject-verb agreement) in Latin or ancient Greek texts as well as in English materials;
RE1.03
– use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04
– show an understanding of the alphabet of the classical language, including the ways in which it differs from our modern alphabet;
RE1.05
– demonstrate knowledge of cultural aspects of ancient societies gained through reading, in projects, presentations, and discussions.
Overall Expectations
WRV.01
– write simple phrases and sentences in the classical language, using grammatical forms and vocabulary appropriate to the level;
WRV.02
– use vocabulary and grammar correctly in English in writing activities;
WRV.03
– demonstrate an understanding of simple passages in the classical language in various writing activities;
WRV.04
– demonstrate knowledge of ancient societies in their writing.
WR1.01
– use vocabulary correctly and appropriately in the classical language in a variety of writing activities (e.g., completing unfinished sentences, matching words to their definitions, composing short phrases);
WR1.02
– apply correct grammatical forms in the classical language in question-and-answer activities (e.g., fill-in-the-blanks exercises);
WR1.03
– use correct grammar and vocabulary in English in various writing activities;
WR1.04
– use knowledge of Latin or ancient Greek roots and grammar when writing in English;
WR1.05
– demonstrate understanding of simple passages in the classical language by writing translations, paraphrases, and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
WR1.06
– produce pieces of writing (e.g., letters, journals, newspaper articles) that describe personal reactions to material studied;
WR1.07
– demonstrate knowledge of cultural aspects of ancient societies in a variety of writing activities (e.g., research projects, short essays).
Overall Expectations
AKV.01
– identify the role of the classical language in the development of other languages;
AKV.02
– apply knowledge of simple Latin or ancient Greek vocabulary and grammar to English and other languages;
AKV.03
– show an understanding of the influence of classical culture on the cultures of later societies.
AK1.01
– identify words derived from the classical language in English and other languages and use such words accurately;
AK1.02
– identify Latin or ancient Greek phrases and abbreviations that are used today in fields such as law, science, and the arts;
AK1.03
– use correctly simple grammatical forms that are common to the classical language, English, and other languages in speaking and writing activities (e.g., subject-verb agreement);
AK1.04
– speak and write in English with clarity and precision;
AK1.05
– gather and analyse information about the ancient world, using a variety of electronic and print sources, including books, the Internet, and software packages;
AK1.06
– show the influence of classical culture on later societies in writing assignments and artistic works (e.g., create a poster on the Olympics that suggests their historical roots).
Ancient Greek
GL1.01
– Nouns– all cases, numbers, and genders, declensions 1, 2, 3 (regular)– some common irregular nouns;
GL1.02
– Adjectives– all cases, declensions 1, 2, 3– agreement with antecedents (nouns, pronouns)– positive, superlative degrees– interrogative, demonstrative, possessive forms;
GL1.03
– Adverbs– interrogative adverbs;
GL1.04
– Pronouns– personal pronouns (emauton, seaton, heauton)– reflexive pronouns– relative pronouns (hos, he, ho)– interrogative pronouns (tis, ti)– indefinite pronouns (tis, ti)– possessive pronouns (emos, sos, autos);
GL1.05
– Verbs– regular and contract verbs ending in ö– present tense – indicative, imperative, and infinitive moods; active and middle voices; participle– first and second aorist tenses – indicative, imperative, and infinitive moods; active and middle voices; participle– eimi (present and imperfect);
GL1.06
– Syntax– nominative case – subject, subjective completion– genitive case – possession; partitive; with adjectives; with verbs; with prepositions– dative case – indirect object; possession; respect; means; with prepositions; with verbs– accusative case – direct object; with prepositions; adverbial usages;
GL1.07
– Other Elements– definite article– syllabification, placement of accents– shifts and changes of accents– particles, some enclitics– numbers– prepositions– conjunctions (with indicative only).
Latin Expectations, LVL AD
Overall Expectations
OLV.01
– demonstrate an understanding of simple spoken Latin or ancient Greek;
OLV.02
– show an understanding of basic aspects of ancient societies.
OL1.01
– demonstrate an understanding of spoken words, phrases, questions, and simple passages in the classical language by answering questions and translating material;
OL1.02
– identify and use standard pronunciation of Latin or ancient Greek;
OL1.03
– demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OL1.04
– identify artifacts and terms related to cultural aspects of ancient societies (e.g., housing, clothing, recreation) in material presented orally (e.g., talks by guest speakers, discussions, taped interviews).
Overall Expectations
OSV.01
– use the classical language to communicate simple ideas, using vocabulary and grammatical forms appropriate to the level;
OSV.02
– understand and respond to simple passages in the classical language;
OSV.03
– apply their knowledge of ancient societies in a variety of appropriate contexts.
OS1.01
– use simple vocabulary and standard pronunciation in Latin or ancient Greek in oral language activities (e.g., songs, skits, spelling bees);
OS1.02
– apply correct grammar in Latin or ancient Greek in question-and-answer activities and problem-solving exercises (e.g., exercises that involve completing unfinished sentences);
OS1.03
– apply correct grammar in English in oral language activities;
OS1.04
– use knowledge of Latin or Greek roots and grammar when speaking in English;
OS1.05
– translate simple passages in the classical language, both with and without preparation (sight passages);
OS1.06
– explain the meaning of simple passages in the classical language by paraphrasing, summarizing, and answering questions;
OS1.07
– describe personal reactions to material studied by participating in small- and large-group discussions;
OS1.08
– demonstrate knowledge of cultural aspects of ancient societies by participating in quizzes, games, and presentations.
Overall Expectations
REV.01
– read and demonstrate an understanding of simple texts in the classical language;
REV.02
– demonstrate knowledge of ancient societies.
RE1.01
– read simple stories in the classical language and respond to main ideas;
RE1.02
– identify simple grammatical constructions (e.g., subject-verb agreement) in Latin or ancient Greek texts as well as in English materials;
RE1.03
– use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04
– show an understanding of the alphabet of the classical language, including the ways in which it differs from our modern alphabet;
RE1.05
– demonstrate knowledge of cultural aspects of ancient societies gained through reading, in projects, presentations, and discussions.
Overall Expectations
WRV.01
– write simple phrases and sentences in the classical language, using grammatical forms and vocabulary appropriate to the level;
WRV.02
– use vocabulary and grammar correctly in English in writing activities;
WRV.03
– demonstrate an understanding of simple passages in the classical language in various writing activities;
WRV.04
– demonstrate knowledge of ancient societies in their writing.
WR1.01
– use vocabulary correctly and appropriately in the classical language in a variety of writing activities (e.g., completing unfinished sentences, matching words to their definitions, composing short phrases);
WR1.02
– apply correct grammatical forms in the classical language in question-and-answer activities (e.g., fill-in-the-blanks exercises);
WR1.03
– use correct grammar and vocabulary in English in various writing activities;
WR1.04
– use knowledge of Latin or ancient Greek roots and grammar when writing in English;
WR1.05
– demonstrate understanding of simple passages in the classical language by writing translations, paraphrases, and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
WR1.06
– produce pieces of writing (e.g., letters, journals, newspaper articles) that describe personal reactions to material studied;
WR1.07
– demonstrate knowledge of cultural aspects of ancient societies in a variety of writing activities (e.g., research projects, short essays).
Overall Expectations
AKV.01
– identify the role of the classical language in the development of other languages;
AKV.02
– apply knowledge of simple Latin or ancient Greek vocabulary and grammar to English and other languages;
AKV.03
– show an understanding of the influence of classical culture on the cultures of later societies.
AK1.01
– identify words derived from the classical language in English and other languages and use such words accurately;
AK1.02
– identify Latin or ancient Greek phrases and abbreviations that are used today in fields such as law, science, and the arts;
AK1.03
– use correctly simple grammatical forms that are common to the classical language, English, and other languages in speaking and writing activities (e.g., subject-verb agreement);
AK1.04
– speak and write in English with clarity and precision;
AK1.05
– gather and analyse information about the ancient world, using a variety of electronic and print sources, including books, the Internet, and software packages;
AK1.06
– show the influence of classical culture on later societies in writing assignments and artistic works (e.g., create a poster on the Olympics that suggests their historical roots).
Latin
GL1.01
– Nouns– all cases, numbers, and genders, declensions 1, 2, 3, 4, 5;
GL1.02
– Adjectives– all cases, numbers, and genders, declensions 1, 2, 3– agreement with antecedents (nouns, pronouns)– positive, comparative, and superlative degree;
GL1.03
– Adverbs– adverbs formed from adjectives, declensions 1, 2, and some 3– some irregular adverbs;
GL1.04
– Pronouns– personal pronouns (ego, tu, nos, vos)– demonstrative pronouns (hic, ille, is)– relative pronouns (qui, quae, quod; nominative and accusative, singular and plural, all genders)– interrogative pronoun (quis);
GL1.05
– Verbs– present tense – indicative, imperative, and infinitive moods; active voice– imperfect tense – indicative mood, active voice– perfect tense – indicative mood, active voice– pluperfect tense – indicative mood, active voice– principal parts of verbs– compound verbs;
GL1.06
– Syntax– word order – subject-verb agreement– nominative case – subject, subjective
completion– genitive case – possession, description– dative case – indirect object, of interest, direct object with specific verbs– accusative case – direct object of verbs, object of prepositions– vocative case– ablative case – object of prepositions;
GL1.07
– Other Elements– interrogative sentences with num, nonne, - ne– infinitive governed by possum, volo, nolo, debeo– prepositions– conjunctions– prefixes.