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Latin in the School District Latin instruction begins in the middle school. Latin I is taught in grades 6, 7, and 8. Students useorally, listen to, and write Latin or Greek as part of thelanguagelearning process.
Latin in the School District Latin instruction begins in the middle school. Latin I is taught in grades 6, 7, and 8. Students useorally, listen to, and write Latin or Greek as part of thelanguagelearning process.
Latin in the School District Latin instruction begins in the middle school. Latin I is taught in grades 6, 7, and 8. Students useorally, listen to, and write Latin or Greek as part of thelanguagelearning process.
The primary goal for the study of Latin is the interpretation of texts and historical/cultural understanding. Instruction in the study of Latin will be concentrated in the interpretive mode. Students will be asked to understand and interpret within the appropriate cultural context spoken and written communication.
Latin in the School District
Latin instruction begins in the middle school. Latin I is taught in grades 6, 7, and 8. Incoming freshman who have had Latin in the middle school enroll in Latin 2 and advance to Latin V when they are seniors. The high school also offers Latin I for freshman who did not take Latin in the middle school or for other students who wish to take Latin as an elective. 38 Standards for Classical Language Learning
COMMUNICATION: Goal 1 Communicate in a Classical Language
Standard 1.1 Students read, understand, and interpret Latin or Greek.
Standard 1.2 Students useorally, listen to, and writeLatin or Greek as part of thelanguagelearning process.
CULTURE: Goal 2 Gain Knowledge and Understanding of Greco-Roman Culture
Standard 2.1 Students demonstratean understanding of theperspectives of Greek or Roman cultureas revealed in thepractices of theGreeks or Romans.
Standard 2.2 Students demonstratean understanding of theperspectives of Greek or Roman cultureas revealed in theproducts of theGreeks or Romans.
Goal 3: CONNECTIONS Connect with Other Disciplines and Expand Knowledge
Standard 3.1 Students reinforceand further their knowledgeof other disciplines through their study of classical languages.
Standard 3.2 Students expand their knowledgethrough thereading of Latin or Greek and thestudy of ancient culture.
Goal 4: COMPARISONS Develop Insight into Own Language and Culture
Standard 4.1 Students recognizeand useelements of theLatin or Greek languageto increaseknowledgeof their own language.
Standard 4.2 Students compareand contrast their own culturewith that of theGreco-Roman world.
Goal 5 COMMUNITIES Participate in Wider Communities of Language and Culture
Standard 5.1 Students usetheir knowledgeof Latin or Greek in a multilingual world.
Standard 5.2 Students usetheir knowledgeof Greco-Roman culturein a world of diversecultures.
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Level: 6 th - 8 th grade/ HS Level I Benchmarks
1. Thestudent will beableto identify parts of speech and translatesimpleLatin sentences. 2. Thestudent will beableto recognizevarying verb forms and construct meaning fromLatin sentences. 3. Thestudent will beableto describetypical Romans and connect English words with Latin roots. 4. Thestudent will beableto recognizeand translatetheinfinitivein 2 grammatical constructions and describethedaily lifeof a Roman family. 5. Thestudent will beableto construct ending charts for 1 st declension, 2 nd declension, and personal verb endings. 6. Thestudent will beableto describethecircumstances of slaves in ancient Rome. 7. Thestudent will beableto translatemodern Latin mottoes. 8. Thestudent will beableto describeRoman roads and means of transportation. 9. Thestudent will beableto decipher, construct Roman numerals. 10. Thestudent will beableto conjugateand translatevelle, nolle, ferre, ire. 11. Thestudent will beableto conjugateand translatetheperfect tenseand describeRoman graffiti. 12. Thestudent will beableto describethetraits of a Roman soldier and aspects of his life. 13. Thestudent will beableto identify themajor structures in ancient Rome. 14. Thestudent will beableto conjugateand translatepluperfect and futureperfect verb forms in inscriptions. 15. Thestudent will beableto describemajor elements of Roman city life. 16. Thestudent will beableto describeseveral forms of Roman entertainment. These Standards are a result of a collaborative project of The American Classical League and The American Philological Association. 40 Enduring Understandings by Grade Level Latin 6th Unit I: Imperium Romanum: Thelearner will beableto identify ancient provinces and relatethemto their modern counterparts. Unit II: Latina et Anglica: Thelearner will beableto identify parts of speech and translatesimpleLatin sentences. Unit III: Familia Romana: Thelearner will beableto compareand contrast themembers of a typical Roman family with their own. Unit IV: Translating Latin for Meaning: Thelearner will beableto interpret differing number and gender in Latin nouns and adjectives. Unit V: Transitive Verbs: Thelearner will beableto recognizethedirect object in theaccusativecaseand manipulatesubjects and direct objects in Latin sentences. Unit VI: Colors & Clothes: Thelearner will beableto discuss Roman clothing, describetheir colors in both Latin and English, and compareto their own. Unit VII: The Infinitive: Thelearner will beableto interpret theinfinitivein two grammatical constructions. Unit VIII: Introduction to Conjugations: Thelearner will beableto express thetranslation of Latin verb personal endings using thecorrect English pronouns. Latin 7 th
Unit IX : Present Tense Verbs: Thestudent will beableto identify verb conjugations, conjugateverbs in thepresent tenseand identify the vocativecasein dialogue. Unit X: Domus Romana: Thestudent will beableto describethelocation and function of therooms in a Roman city houseand compareand contrast to their own home. Unit XI: Prepositional Phrases: Thestudent will beableto express prepositional phrases through theuseof theAblativeand Accusativecases. Unit XII: Roman Names: Thestudent will beableto identify thethreeparts of theRoman tria nomina. Unit XIII: ImperativeMood: Thestudent will beableto identify and translateverbs in theimperativemood and giveand respond to commands in Latin. Unit XIV: Genitiveand DativeCases: Thestudent will beableto identify and translatenouns fromthe1 st , 2 nd and 3 rd declensions in the Genitiveand DativeCases. Unit XV: AblativeCase: Thestudent will beableto identify and translatethe6 major uses of theAblativeCase. Unit XVI: Roman Gods and Goddesses: Thestudent will beableto identify and discuss theprincipal Roman deities. Unit XVII: Imperfect Tense: Thestudent will beableto distinguish between thepresent and imperfect tenses in both Latin and English. Latin 8 th
Unit XVIII: Neuter Nouns: Thestudent will beableto identify and construct ending charts for 1 st , 2 nd , and 3 rd declension, masculine, feminine, and neuter. Unit XIX: Roman Numbers and Numerals: Thestudent will beableto decipher and construct Roman numerals and usenumbers in Latin sentences. Unit XX: Noun/AdjectiveAgreement: Thestudent will beableto describenouns using thecorrect forms of Latin adjectives in 1 st , 2 nd and 3 rd
declensions. Unit XXI: Cibus Romanus: Thestudent will beableto useLatin food vocabulary to compareand contrast Roman dining to modern dining. Unit XXII: Principal Parts & Perfect Tense: Thestudent will beableto conjugateand translatetheperfect tense. Unit XXIII: DativeCase: Thestudent will beableto usetheDativecaseto express and translatetheindirect object in Latin sentences. Unit XXIV: Reading Latin: Thestudent will beableto translatepassages fromLatin authors or adapted texts focusing on meaning while recognizing various grammatical structures. 41 Latin I
Topic: Imperium Romanum Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit I Goal 1: The student will be able to identify ancient provinces and relate them to their modern counterparts.
The student will be able to: Essential Questions Sample Conceptual Understandings Construct and label a map of theRoman Empire
Connect ancient Roman provinces to their modern European counterparts
TranslatesimpleLatin sentences using theverbs est and sunt. Why study Latin? How do languages develop? How do civilizations develop over time? How does thepast influencethepresent?
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Topic: Similarity of Latin and English Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit II Goal 2: The student will be able to identify parts of speech; translate simple Latin sentences. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings Match English words with Latin roots
Identify nouns in Latin and in English
Identify verbs in Latin and in English
Translate3 rd person singular and plural present tenseverbs
Identify proper subject/verb agreement
Identify proper noun/adjective agreement
7.1 Communication A 3,4 B 3,4 C 2 7.2 Culture A 1, 3 B 2
What areparts of speech? How do different languages useword order differently to express meaning? How does an inflectional languagediffer froma syntactical language?
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Topic: Familia Romana Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit III Goal 3: The student will be able to compare and contrast the members of a typical Roman family with their own.
The student will be able to: Essential Questions Sample Conceptual Understandings Connect Latin roots to English derivatives
Describethemembers of a typical Roman family
Construct a family treefroma descriptivepassagein Latin Which family members arepart of a typical Roman household?
How is a Roman family structured, and how is it similar or different to our own families today?
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Topic: Translating Latin for meaning Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit IV Goal 4: The student will be able to recognize differing gender and number in Latin nouns and adjectives.
The student will be able to: Essential Questions Sample Conceptual Understandings
Distinguish between masculineand femininenouns and adjectives
Group Latin nouns into declensions
Connect Latin roots to English derivatives
7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1 What methods do weemploy to accurately convey information using language?
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Topic: Transitive Verbs Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit V Goal 5: The student will be able to recognize the direct object in the accusative case and manipulate subjects and direct objects in Latin sentences.
The student will be able to: Essential Questions Sample Conceptual Understandings Identify derivatives
Connect Latin roots to English derivatives
Distinguish between transitiveand intransitiveverbs
Recognizethreedifferent sentence structures in Latin (S LV SC, S TV DO, S IV)
Explain theuses of Nominative and Accusativecases.
7.1 Communication A 2, 3, 4, 5, 6 B 2, 3, 4, 5 C 2, 3 7.2 Culture A 1, 3 C 2
How does an inflectional languageuseword order differently than a syntactical language?
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Topic: Roman Clothing Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit VI Goal 6: The student will be able to discuss Roman clothing, describe their colors in both Latin and English, and compare to their own.
The student will be able to: Essential Questions Sample Conceptual Understandings Connect Latin roots to English derivatives
Describewhat a person is wearing froma picture. What did theRomans wear at home, when traveling or on formal occasions?
How does social class affect what onewears?
How areadjectives used to expand themeaning of nouns?
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Topic: The Infinitive Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit VII Goal 7: The student will be able to recognize and translate the infinitive in two grammatical constructions. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings Recognizetheinfinitiveverb form (-re)
Identify a complementary infinitive
Identify an infinitivein an impersonal verb phrase
Translatetheinfinitiveas a complementary and impersonal verb.
Connect Latin roots to English derivatives
7.1 Communication A 3, 4, 5, 6 B 2, 3, 4 C 1, 2, 4 7.2 Culture A 3 C 2 How do differing verb forms expand thecommunicativepossibilities of language?
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Topic: Introduction to Conjugations Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 Unit VIII Goal 8: The student will be able to express the translation of Latin verb personal endings using the correct English pronouns.
The student will be able to: Essential Questions Sample Conceptual Understandings Differentiatebetween 1st, 2nd, and 3rd declension nouns
Recognizegender of noun and adjectivepairs
Connect Latin roots to English derivatives
Usecontext clues to distinguish between ambiguous noun endings
Determinethesubject of a sentence fromtheverb ending
7.1 Communication A 1, 2, 3, 4, 5, 6 B 1, 2, 4 C 3, 4 7.2 Culture A 3, 4 C 3 How do different languages handleambiguities in meaning? How does Latin useverbal inflection to indicateits subject?
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Topic: Present Tense Verbs Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 Unit IX Goal 9: The student will be able to identify verb conjugations, conjugate verbs in the present tense and identify the vocative case in dialogue. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings Identify conjugations
Conjugatepresent tenseverbs
Recognizeand conjugateirregular verbs sum, esse and possum, posse
Recognizeand producesubject pronouns (ego, tu...)
Identify and employ uses of the vocativecase
Connect Latin roots to English derivatives
A 1, 3, 5, 6 B 1, 2 ,4 C 2, 3 7.2 Culture A 1, 4 B 2 C 1, 2
How do different languages implicitly and explicitly express thesubject of a sentence? How aresimilar words grouped to aid in second languageacquisition?
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Topic: Domus Romana Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit X Goal 10: The student will be able to describe the location and function of the rooms in a Roman city house and compare and contrast to their own home. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings
Connect Latin roots to English derivatives
Label a floor plan of a Roman house
How is spaceused in a Roman house?
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Topic: Prepositional Phrases Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 Unit XI Goal 11: The student will be able to express prepositional phrases through the use of the Ablative and Accusative cases. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings Declinenouns in thefollowing cases: Nominative, Accusative, Ablativeand Vocative. Group prepostions according to usage(location, motion toward, motion away from)
7.1 Communication A 5, 6 B 4, 5 C 1, 2, 3 7.2 Culture A 2, 3, 4 B 1 C 1, 2, 3
How does Latin usecaseto express motion in prepositional phrases? How do prepositional phrases function to expand themeaning of a verb?
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Topic: Roman Names Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XII Goal 12: The student will be able to identify the three parts of the Roman tria nomina Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings
Connect Latin roots to English derivatives
7.1 Communication A 4, 5, 6 B 1, 3 ,4 C 1, 2, 3 7.2 Culture A 3 B 2 C 2
How did Romans address oneanother?
How did theRomans usenames to indicatefamilial and tribal relationship, as well as social status?
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Topic: Imperative Mood Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XIII Goal 13: The student will be able to identify and translate verbs in the imperative mood and give and respond to commands in Latin Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings
Identify and translatesingular and plural imperativeverb forms
Identify and translateaccusative and infinitiveconstruction
Connect Latin roots to English derivatives
7.1 Communication A 3, 4, 6 B 4, 5 C 2, 3, 4 7.2 Culture A 1, 2 B 2 C 1, 2
How do languages employ mood to convey meaning? How do commands differ fromdeclarativestatements?
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Topic: Genitive and Dative Cases Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XIV Goal 14: The student will be able to identify and translate nouns from the 1 st , 2 nd and 3 rd declensions in the Genitive and Dative Cases. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings Connect Latin roots to English derivatives
Identify and translatenouns in the GenitiveCasein context
Describerelationships using the GenitiveCase
A 4, 5, 6 B 3, 4, 5 C 1, 2, 3, 4 7.2 Culture A 1, 4 B 2 C 1, 2
How does Latin express possession? How does Latin modify nouns without using adjectives? How does Latin usetheGenitiveCaseto express familial relationships?
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Topic: Ablative Case Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XV Goal 15: The student will be able to identify and translate the 6 major uses of the Ablative Case. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings
Connect Latin roots to English derivatives
7.1 Communication A 4, 5, 6 B 1, 3 ,4 C 1, 2, 3 7.2 Culture A 3 B 2 C 2
How does Latin usetheAblativeCaseadverbially?
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Topic: Roman Gods and Goddesses Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XVI Goal 16: The student will be able to identify and discuss the principal Roman deities. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings
Connect Latin roots to English derivatives
7.1 Communication A 1, 2, 3, 5, 6 B 2 ,4, 5 C 2, 3, 4 7.2 Culture A 1, 2, 3, 4 B 1, 2 C 1, 2
How does Roman Mythology influencemodern culture? How did theRomans usemythology to understand theworld around them? How did theRomans usemythology within an oral tradition as a means of preserving history and customs?
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Topic: Imperfect Tense Grade Level/Subject: Latin Grades 6 8/HS Level 1 unit XVII Goal 17: The student will be able to distinguish between the present and imperfect tenses in both Latin and English Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings
Connect Latin roots to English derivatives
Determinethetenseof a given verb and translate
Conjugatea given verb in the imperfect tense
Convert verbs frompresent to imperfect tenseand viceversa
7.1 Communication A 4, 5, 6 B 1, 3 ,4 C 1, 2, 3 7.2 Culture A 3 B 2 C 2
How do languages usetenseto expand themeanings of verbs? How does Latin express tensedifferently than English? 58
Topic: Neuter Nouns Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XVIII Goal 18: The student will be able to identify and construct ending charts for 1 st , 2 nd , and 3 rd declension, masculine, feminine, and neuter. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings Identify neuter nouns
Declineneuter nouns of the2nd and 3rd declensions
Connect Latin roots to English derivatives
7.1 Communication A 1, 2, 3, 5, 6 B 1, 2 ,4, 5 C 1, 2, 3, 4 7.2 Culture A 1, 2, 4 B 1 C 1
How arenouns that arespelled similarly grouped to aid in second languageacquisition? 59
Topic: Roman Numbers and Numerals Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XIX Goal 19: The student will be able to decipher and construct Roman numerals and use numbers in Latin sentences. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings Convert Roman numerals to their English equivalent
Convert English numbers to their Roman equivalent
Count to 10 in Latin
Identify gender of nouns
Statetherules of noun/adjective agreement
Connect Latin roots to English derivatives 7.1 Communication A 2, 3, 5, 6 B 4, 5 C 4 7.2 Culture A 1, 2, 3, 4 C 1
How do ancient and modern systems of numbers compare? What influences thechanging of a numeral system? How does a culturecreatethesystems it needs?
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Topic: Noun/Adjective Agreement Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XX Goal 20: The student will be able to describe nouns using the correct forms of Latin adjectives Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings Statetherules of noun/adjective agreement
Identify gender of nouns and adjectives
Decline1 st , 2 nd and 3 rd declension nouns
Connect Latin roots to English derivatives
7.1 Communication A 1, 2, 3, 5, 6 B 2, 3, 4, 5 C 1, 2, 3, 4 7.2 Culture A 1, 2 B 1 C 2 How do adjectives enhancea language? How does theagreement between Latin nouns and adjectives affect themeaning of a sentence? 61
Topic: Principal Parts & Perfect Tense Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 unit XXI Goal 21: The student will be able to conjugate and translate the perfect tense. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings Conjugateverbs in theperfect tense
Identify each of the4 principal parts
Statetheuses of each principal part.
Connect Latin roots to English derivatives
7.1 Communication A 2, 3, 4, 5, 6 B 2, 4, 5 C 2, 3, 4 7.2 Culture A 1, 2, 3 B 1, 2 C 3
How does tensehelp a speaker to express him/herself? 62
Topic: Dative Case Grade Level/Subject: Latin Grades 6 - 8/HS Level 1 Unit XXII Goal 22: The student will be able to use the Dative case to express and translate the indirect object in Latin sentences. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings
Connect Latin roots to English derivatives
7.1 Communication A 1, 2, 3, 4, 5, 6 B 1, 2 C 3, 4 7.2 Culture A 1, 3, 4 B 1, 2 C 1, 2, 3
63 Benchmarks Level III
1. Thestudent will beableto reconstruct thelifestyles of ancient Roman upper class. 2. Thestudent will beableto explain thestructureand major political figures of theRepublic of Rome. 3. Thestudent will beableto summarizethecharacteristics of a good Roman host/ess. 4. Thestudents will beableto preparean authentic Roman dinner party. 5. Thestudent will beableto analyzetheevents leading up to thefall of theRoman Republic. 6. Thestudent will beableto createand interpret a Roman calendar. 7. Thestudent will beableto re-tell thestory of theTrojan War. 8. Thestudent will beableto describethecharacteristics of theTrojan War epics. 9. Thestudent will beableto explain thecharacteristics of piracy in theRoman world. 10. Thestudent will beableto describetheactivities common to theRoman baths. 11. Thestudent will beableto analyzethecauses and effects of crime in Rome. 12. Thestudent will beableto comparesimilar literary works across time. 13. Thestudent will beableto describetheevents involved in coming of agein Ancient Rome. 14. Thestudent will beableto reconstruct thehistory and evolution of Roman religious practices. 15. Thestudent will beableto describemajor elements of death customs in Rome. 16. Thestudent will beableto describetheeffects of other cultures on ancient Rome.
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Grade Level/Subject: Latin III Unit I Grades 10 - 12
Unit I - Topic: Present Subjunctive: Hortatory Subjunctive through Roman Oratory and Prose
The student will be able to recognize and form the present tense of the SUBJUNCTIVE MOOD. The student will be able to read and reproduce the HORTATORY / JUSSIVE SUBJUNCTIVE. The student will be able to recognize FIGURES OF SPEECH commonly used in oratory. Objectives / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings Identify and reproduce the present tense of theSubjunctive mood according to the correct conjugation of the verb
Recognize the present tense of the Subjunctive used in a hortatory and jussive clause
Recognize the nominative and accusative cases
Recognize Figures of Speech in Latin and English prose and oratory, especially chiasmus, anaphora, polysyndeton, asyndeton, alliteration, synchesis (Latin only).
Recognize the major divisions of a speech: e.g., confirmatio, refutatio, peroratio. Understand the importance of oratory in Roman politics Identify the various magesterial offices in Republican Rome 7.1 Communication A 3, 4, 6, B 3,4, C 2, 4 7.2 Culture A 1, 4 C 1
What makes a speech effective? How is a speech organized for maximumeffect? What is mood? How is thesubjunctivemood used in English? How does themood of a verb affect thetemper and toneof a speech? What arethemoods in English and Latin? How do figures of speech makea speech moreeffective? How important was oratory in thepolitical and social lifeof theRomans? In what ways havethemethods and styles of Roman writers influenced modern oratory?
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Grade Level/Subject: Latin III Unit II Grades 10 - 12
Unit II Topic: Imperfect Subjunctives: Purpose and Result Clauses through Caesars Gallic Wars and other Roman authors Objectives / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings Analyzethealliances of powerful men and their effect on theRoman Republic
Translatelevel appropriatepassages fromCiceros 1st Oration vs Catiline.
7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1
How do weexpress thepurpose in English? (infinitivephrases: to buy ; so that I may buy) How do weexpress theresult of an action in English? (in such a way that; so many.that) Who was Cicero? What roledid heplay in Roman politics? What roledid Cicero play in thehistory of Roman literatureand oratory? Who was Catiline? Why did hetry to overthrow thegovernment of Rome?
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Grade Level/Subject: Latin III Unit III Grades 10 - 12
Unit III - Topic: All tenses of the subjunctive: Indirect Commands; Indirect Questions; Conditional Sentences; Circumstantial Clauses; Geography and Topography of Gaul and Britain.
1.The student will be able to recognize and form the present, imperfect, perfect, and pluperfect subjunctives. 2. The student will be able to recognize and translate correctly all uses of the subjunctive. 3. The student will be able to locate and identify major landmarks and cities in ancient Gaul and Britain. Objectives / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings 7.1 Communication A 2, 3, 4, 5, 6 B 2, 3, 4, 5 C 2, 3 7.2 Culture A 1, 3 C 2
What led to Caesars invasion of Gaul? Why did Caesar find in necessary to invadeBritain? Why was the1st Triumvirateformed? Why was this an important event in thehistory of theRoman Republic? Why was Caesar assassinated, and what was theaftermath?
67
Grade Level/Subject: Latin III Unit IV Grades 10 - 12
Unit IV - Topic: Review all cases; uses of the ablative case; Review for the National Latin Exam; Deponent Verbs; Deponents that take the ablative case ; Vocabulary associated with Deponent Verbs.
The student will be able to identify all cases and their uses in the sentence, especially the ablative. The student will be able to recognize the common Deponent Verbs of each conjugation The student will be able to identify those four Deponent Verbs that take the ablative case: Potior, Utor, Fruor, and Fungor; Objectives / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings Identify theablativecaseand all its uses;
Recognizethecommon Deponent Verbs of each conjugation
Identify theDeponent Verbs that taketheablativecase
7.1 Communication A 1, 2, 3, 4, 5, 6 B 1, 2, 4 C 3, 4 7.2 Culture A 3, 4 C 3 How difficult is theNational Latin Exam, Level III Prose? What arethestrategies for doing well on thetest? How do wedo, on average, on theLatin Level III exam? What areDeponent verbs? Do Deponent Verbs exist in English? Why do someof theseverbs taketheablativecaseinstead of theaccusativecase?
68 Grade Level/Subject: Latin III Unit V Grades 10 - 12
Unit V - Topic: Ancient Geography and Cosmology. Greek and Roman Religion and the Afterlife.
The student will be able to explain the ancient worlds understanding of earth and the solar system; The student will be able to explain the various religious beliefs and perspectives on the afterlife of the ancients.
Objectives / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings Understand theancients perspectivethat led themto a geocentric universe.
Understand how theancients came to know that theearth was round.
Explain thedifferencebetween ancient religion based on mythology and philosophical perspectives on morality and lifeafter death.
7.1 Communication A 1, 2, 3, 4, 5, 6 B 1, 2, 4 C 3, 4 7.2 Culture A 3, 4 C 3
How did theancient Greeks and Romans view theskies? Did they know that theearth was round? Wheredid they placetheearth in theheavens? Did theancients believein a geocentric or heliocentric universe? Did theancients believein an afterlife? What was their view on lifeafter death? Do thesephilosophical views on lifeafter death differ greatly fromthemythological viewpoint?
69
Grade Level/Subject: Latin III Unit VI Grades 10 - 12
Unit VI - Topic: Ancient Greek and Roman Music; Musical Instruments; Medieval Musical Notation
The student will be able to tell the story of the Music of the Spheres. The student will be able to identify ancient musical instruments. The student will be able to name and identify the Muses.
Objectives / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings Explain theidea of the Music of theSpheres
Identify thevarious musical instruments used by ancient musicians
Namethemuses and their spheres of inspiration
Know who Pythagoras was and his contribution to music
Explain theorigin of do,re,mi
7.1 Communication A 5, 6 B 4, 5 C 1, 2, 3 7.2 Culture
How did theancient Greeks and Romans listen to music ? Why does music exist? Is it an invention of mankind or is it a creation of nature? Did theancients havean array of musical instruments? Was music incorporated into other entertainments? Who werethemuses who inspired musicians? Was therea scientific or mathematical study of music? Did ancient and medieval music havean influenceon modern music?
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Grade Level/Subject: Latin III Unit VII Grades 10 - 12
Unit VII - Topic: Verbs that take the genitive case; verbs that take the dative case.
The student will be able to identify the genitive case of all declensions. The student will be able to identify the dative case of all declensions. The student will be able to identify and translate verbs that take the genitive case. The student will be able to identify and translate verbs that take the dative case. Objectives / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings Identify thegenitiveand dative cases of all declensions
Identify and translateverbs that take thegenitivecase (obliviscor, memini)
Identify and translateverbs that take thedativecase(credo, persuadeo, impero, noceo, et al.)
7.1 Communication A 3, 4, 6 B 4, 5 C 2, 3, 4 7.2 Culture A 1, 2 B 2 C 1, 2
Why do someverbs takethegenitivecase? Why do verbs of remembering and forgetting takethegenitive? Why do someverbs takethedativecase? Why do someverbs of believing, trusting, persuading, harming, etc. takethedativecase?
71
Grade Level/Subject: Latin III Unit VIII Grades 10 - 12
Unit VIII - Topic: Obligation and Necessity
The student will be able to identity the various ways of expressing obligation and necessity in Latin.
Objectives / Cumulative Progress Indicators (CPI's) The student will be able to: Essential Questions Sample Conceptual Understandings
How is obligation and necessity expressed in Latin? What is a periphrastic? Aretheresignificant differences between thevarious ways obligation and necessity areexpressed?
72
Topic: Grammar Review Grade Level/Subject: Latin IV Unit I Grades 11 12 The student will be able to identify the case and translate correctly nouns of all declensions The student will be able to identify the conjugation, tense, person, number, and voice of a verb The student will be able to identify the case of the personal, demonstrative, relative, and interrogative pronouns
The student will be able to: Essential Questions Sample Conceptual Understandings Identify thecaseand translate nouns of all declensions that areused in a passageof Latin poetry Identify theverb in a passage of Latin poetry and translateit correctly according to its person, number, tense, and voice. Identify thecaseand usageof pronouns in a passageof Latin poetry with special emphasis on antecedents. 7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1 Arethegrammatical structures of Latin poetry markedly different fromthegrammatical structures in prose? 73
Topic: 1. Origin of the world according to Ovids Metamorphoses 2. Rise of Augustus 3. Decline of oratory and the rise of poetry in Roman society
Latin IV Unit II Grades 11 12 The student will be able to read for comprehension the opening passages of Ovids Metamorphoses The student will be able to explain the causes resulting in Augustuss ascension to power and how this ultimately led to the decline of oratory in Roman politics The student will be able to compare Ovids explanation of the creation of the universe with the creation stories of other cultures
The student will be able to: Translate the creation myth from Book I of theMetamorphoses
Explain in general terms the political conditions in the 1st century BC in Rome that led to the ascension of Augustus as emperor
Compare thecreation story as related in the Metamorphoses with the creation stories from other cultures
7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1
Essential Questions/Conceptual Understandings
How did Augustus come to power?
Why did oratory declinein Imperial Rome?
How did Ovid believetheuniversewas created? How common was this belief?
74
Topic: 1. How literary figures of speech and meter create meaning a effect in Latin poetry 2. How meter is used for effect in Latin poetry 3. Scansion of the dactylic hexameter and the dactylic pentameter Grade Level/Subject: Latin IV Unit III Grades 11 12 Thestudent will beableto identify literary figures of speech commonly used in poetry Thestudent will beableto scan a lineof epic meter (dactylic hexameter) and elegiac meter (dactylic pentameter). Thestudent will beableto explain how literary figures of speech enhancethedramatic effect of Latin poetry. Thestudent will beableto explain how meter enhances thedramatic effect of Latin poetry.
The student will be able to: Essential Questions Sample Conceptual Understandings
Identify literary figures of speech and their effect on the meaning of thepoem
Scan several lines of dactylic hexamter
Scan an elegiac couplet
7.1 Communication A 3, 4, 6 B 3,4 C 2, 4 7.2 Culture A 1, 4 C 1
How does meter enhancethemeaning of Latin poetry?
How do literary figures of speech enhancethemeaning of Latin poetry?
What is theelegiac couplet?
What is an elegy? What mood does it usually convey?
75 Topic: Plot of the Aeneid; Greek antecedents (Homeric epics); Greek forms in Vergils Aeneid; life of Vergil and his literary works; impact of Vergil on Western Literature;
Curriculum Management System Grade Level/Subject: Latin III Unit IV Grades 11 - 12 Thestudent will beableto translateselections of Vergils Aeneid. Thestudent will beableto recognizetheinfluenceof theHomeric epics on theAeneid. Thestudent will beableto successfully recognizeand translateGreek grammatical forms in theAeneid. Thestudent will know thelifehistory of Vergil and his literary works. Thestudent will understand theimpact that Vergil has had Western literature. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)
The student will be able to: Essential Questions Sample Conceptual Understandings
Translatecontinuous passages from Book I of theAeneid
Discuss theinfluencethat Homer had on theAeneid
Recognizeand translateGreek forms in theAeneid
Discuss thelifeand works of Vergil
Discuss theimpact that Vergil and the Aeneid havehad on Western literature
7.1 Communication A 2, 3, 4, 5, 6 B 2, 3, 4, 5 C 2, 3 7.2 Culture A 1, 3 C 2
What is theplot of theAeneid, and how does it conformto theHomeric model?
SinceVergil based his poemon theHomeric epics, arethereany Graecisms in theAeneid? How do they differ fromLatin forms?
Wherewas Vergil born and how did hebecomeRomes greatest poet?
What elsedid Vergil write?
Did Vergil havea major influenceon literaturein general?
76
Benchmarks Latin IV 1. Thestudent will beableto identify thecaseand translatecorrectly nouns of all declensions.
2. Thestudent will beableto identify theconjugation, tense, person, number, and voiceof a verb.
3. Thestudent will beableto identify thecaseof thepersonal, demontrantive, relative, and interrogativepronouns. 4. Thestudent will beableto read for comprehension theopening passages of Ovids Metamorphoses.
5. Thestudent will beableto explain thecauses resulting in Augustuss ascension to power and how 6. this ultimately led to thedeclineof oratory in Roman politic.
7. Thestudent wil beableto compareOvids explanation of thecreationof theuniversewith thecreation stories of other cultures.
8. Thestudent will beableto identify literary figures of speech commonly used in poetry.
9. Thestudent will beableto scan a lineof epic meter (dactylic hexameter) and elegiac meter (dactylic pentameter).
10. Thestudent will beableto explain how literary figures of speech enhancethedramatic effect of Latin poetry.
11. Thestudent will beableto explain how meter enhances thedramatic effect of Latin poetry.
12. Thestudent will beableto translateselections of Vergils Aeneid.
13. Thestudent will beableto recognizetheinfluenceof theHomeric epics on theAeneid.
14. Thestudent will beableto successfully recognizeand translateGreek grammatical forms in theAeneid.
15. Thestudent will know thelifehistory of Vergil and his literary works.
16. Thestudent will understand theimpact that Vergil has had Western literature.
77 Curriculum for Latin V Advanced Placement
Vergil Syllabus . Prerequisites: TheAP Latin student should havecompleted the4 th year of Latin study. Transfer students who havehad threeyears at another high school but who wish to taketheAP Vergil Examwill beconsidered. Under special circumstances, a qualified senior in Latin IV can opt to taketheAP Vergil Exam.
READINGS: Book I: lines 1-519 Book 2: lines 1-56, 199-297, 469-566, 735-805 Book 4: lines 1-488, 642-705 Book 6: lines 1-211, 450-476, 847-901 Book 10: lines 420-509 Book 12: lines 791-842, 887-952
SAT II tests
SUMMER STUDY: Students areto read theentireAeneid in English.
ASSESSMENTS/ HOMEWORK:
Daily quizzes: vocabulary; or, translation of a passageof 2-4 lines; or, multiplechoicequestions on a passagealready translated..
Tests: translations of previously read passages of theAeneid; essay questions taken fromprevious AP exams; multiplechoicequestions taken fromthe1994 and 1999 AP exams, as well as multiplechoiceexercises from Excelability, previous National Latin Exams, and SAT IIs.
Homework: reflecting, in journal format, upon thereadings of theday which would includehighlighting new vocabulary, explanation of at least onenew or difficult grammatical form, synopsis of theplot, character development, and analysis of thepassage; also, preparation for thedaily quizzes.
CLASS ACTIVITIES AND TIME MANAGEMENT(block schedule; 85 minutes every other day)
Daily quiz: 5-10 minutes
Vocabulary preparation for next quiz: 5-10 minutes
Bingus : (bingo gameused for vocabulary reinforcement, plot review, history and mythology pertinent to theAeneid.). 10 minutes
Grammar review and exercises/ multiplechoiceexercises: 20 minutes 78
Sight translation: (about 24-36 lines per class) 25-35 minutes
Discussion of passage(vocabulary, grammar, poetic forms, scansion problems, figures of speech) 10 minutes 79
COURSE OUTLINE:
Week 1: Book 1: lines 1-11
Introduction to theAeneid: historical, legendary, and mythological background to thestory; literary antecedents; scansion(dactylic hexameter, elisions) ; geography of theAeneid; review present activeand perfect passiveparticiples.
Week 2: Book I: lines 12-123
Syncopated verb forms, e.g., -erefor -erunt in thethird person plural perfect active; accusativeof placeto which (e.g., Aeoliam venit); Greek accusativeendings; review scansion; poetic literary figures of speech as they appear in thereadings.
Daily quizzes on vocabulary. Check homework (journals)
Week 3: Book I: lines 124-207
Narrativeuseof thedemonstrativepronouns (e.g., haec dicta) and their antecedents; speeches in theAeneid; review scansion; poetic literary figures of speech as they appear in thereadings; review other points of grammar as necessary.
Daily quizzes on vocabulary or translation. Check homework (journals) Test: writeessay on speeches; how do they reveal thecharacter of thespeaker?
Week 4: Book I: lines 208-296
Review imperatives and hortatory subjunctives; complementary infinitives and infinitives in indirect statement; review scansion; poetic literary figures of speech as they appear in thereadings; review other points of grammar as necessary.
Daily quizzes on translation and scansion. Check homework (journals); continueto reflect upon speeches
Week 5: Book I: 297-385
Patronymics, e.g., Aeneadae; review deponent verbs; discuss short essay writing; review scansion; poetic literary figures of speech as they appear in thereadings; review other points of grammar as necessary.
Daily quizzes. Check homework (journals)
Test: write2 short expository essays
Week 6: Book I: 386-458
Review forms and uses of theablativecase; anticipation of theablativewith passivevoiceverbs and verbals; poetic literary figures of speech as they appear in thereadings; review other points of grammar as necessary.
Daily quizzes. Check homework (journals)
Week 7: Book I: 459-519
Review gerunds and gerundives; review scansion; poetic literary figures of speech as they appear in thereadings; review other points of grammar as necessary.
Daily quizzes. Check homework (journals) Test on Book I of theAeneid: translation, short essay, long essay.
N.B. After Book I is read and studied, much of thegrammar, scansion problems, and figures of speech will havebeen discussed. FromBook 2 to Book 12, such topics will bereviewed and discussed as needed.
Week 8: Book 2: lines 1-56
Introduction to Book 2; Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)
PURPOSE: Greek I is intended to giveinterested students a basic understanding of thelanguageand cultureof theancient Greek world and its impact on our own culture. Students will become familiar with theart, architecture, history, politics, religion, and geography of ancient Greeceand theeastern Mediterranean region.
STUDENTS: Greek I is an elective. To qualify, students should haveat least 2 years of modern languagestudy or oneyear of Latin. This courseis not recommended for 9 th graders, although exceptions can bemadefor especially qualified freshmen.
TEXTS: Oxford Classical Greek Dictionary Excerpts fromtheHebrew Scriptures, New Testament, passages fromancient Greek sources Handouts on vocabulary and grammar. Passages fromworks of literature, history, and philosophy by ancient Greek authors.
READINGS: Homer: Iliad and Odyssey** (excerpts) Hesiod: Theogony ***(passages about theorigin of thegods; other passages according to interest) Aeschylus: Agamemnon*** (excerpts) Sophocles: Oedipal Trilogy*** (excerpts) Euripides: Medea** (entire) Hebrew Scriptures: Genesis*(passages on creation; other passages according to interest) New Testament: Matthew*(lineageof Christ; other passages according to interest) Herodotus: Histories **(debateon government; passages about strangecustoms, animals) Thucydides: *** The Peloponnesian Wars (speeches about attitudes toward Athens; Pericles Funeral Oration; plagueof Athens) Plato: various readings Aristotle: various readings Euclid: ** selections Inscriptions* Poems fromvarious anthologies***
Thereadings marked * will bein Greek and used for pronunciation/grammar purposes. Thereadings marked** will bein English and Greek, wherepossible. Thereadings marked *** will bein English only
Theabovelist will beadjusted according to students needs and interests.
ASSESSMENTS/HOMEWORK Quizzes: Alphabet sequences; letter transliterations; word transliterations; vocabulary. Tests: nouns forms; noun-adjectivecases; verb forms; simplesentences; culture Homework: Transliteration exercises; sentencetranslations Research/ Projects: Topics will includetheart and architectureof Greece; various aspects of Greek culture. National Greek Exam: Introductory level
CLASS ACTIVITIES; TIME MANAGEMENT (alternateblock schedule; 85 minutes per period every other day) Quiz or alphabet practice: 5-10 minutes Dictionary work (new vocabulary; derivatives; cognates): 10-15 minutes Bingos: 10 minutes Grammar/ exercises (new and review): 25-30 minutes Greek culture, history, mythology: 20-25 minutes Homework preparation; closure: 5-10 minutes
COURSE CONTENT: Alphabet: Students will know thecharacters of theAttic Greek alphabet in correct order; lower and upper case; to transliterateGreek letters into their English phonetic equivalents and English letters into their Greek phonetic equivalents
Pronunciation: Students will beableto pronounceGreek letters and words with thecorrect breathing (rough and smooth); to pronounceGreek words with thecorrect accent.
Vocabulary: Students will learn thebasic vocabulary for a Greek I coursetaken froma variety of Greek I texts in common usage. Students will also learn thevocabularies of medicine, science, literature, thearts, and government that areGreek based.
Etymology: Strong emphasis will beplaced on Greek prepositions that areprefixes in theEnglish languageas well as substantives and verbs that arethebases for many English words.
Grammar: Students will learn thefollowing: noun/adjectivecases: nominative=subject, predicatenominative genitive=possession; origin; separation dative=indirect object; benefit; location accusative=direct object; direction vocative=direct address
morphology: noun/adjectiveendings, singular and plural of the1 st and 2 nd declension. verb endings for thepresent, future, imperfect, and aorist tenses, active/ passivevoice, indicativemood definitearticle, all cases, singular and plural
syntax: Greek word order prepositional phrases useof connectives
Mythology: Students will know thetwelveOlympian gods, their sphereof influences, their attributes, and themajor sites of worship; students will also know themajor heroes of Greek mythology: Hercules, J ason, Perseus, Oedipus, Odysseus, their parents, labors and ordeals.
Historical Events and People: Students will know thedates and historical importanceof Pericles, Darius, Xerxes, ThePersian Wars, ThePeloponnesian War; Athens, Sparta, Marathon, Thermopylae, Socrates, Plato, Aristotle, Herodotus, Thucydides, Aeschylus, Sophocles, Euripides, Aristophanes.
Culture: Students will havea general knowledgeof Greek political systems; Greek drama and theater; philosophy.
Art and Architecture: Students will beableto distinguish among theDoric, Ionic, and Corinthian orders; red and black figurevases.
COURSE OUTLINE: (approximations; subject to changeaccording to student needs and interests; also, thetopics covered in Greek culturemay beeither advanced or delayed according to current events, e.g., elections, Olympics, etc.)
Week Greek Language Greek Culture Weeks 1-2 Greek alphabet; breathings; Time-lineof Greek history; geography of names of gods and goddesses; Mediterranean region; portrayal of Greek transliteration exercises; gods and goddesses in art; excerpts from genitivecase(-, ) Hesiod. quizzes on alphabet
Weeks 3-4 Greek alphabet; accents; Olympian gods and goddesses in Homeric epic; names of Greek cities, locations read excerpts fromtheIliad and Odyssey; artistic in Homeric epic poetry; renderings of episodes in theIliad and Odyssey writing simplesentences about on vasepaintings. thegods and their realms; transliteration exercises; quizzes/test on Greek letters, accents Weeks 5-7 Nominativeand accusativecases, History of theGreek languagein scripture. 1st and 2nd declensions J ewish theologians who wrotein Greek;. definitearticle; read Genesis, and significanceof Greek as thelanguageof the Mark; quizzes on alphabet; vocabulary New Testament. , present and imperfect tenses
Weeks 8-10 Present tenseof regular - verbs. Discuss theGreek theater: beginnings, major genitivecase(in full); genitivewith playwrights, architectureof theGreek theater; certain prepositions (, , , read excerpts fromOrestia, Oedipus; Medea , , , , , , (entire) show video of Medea in Greek. , ,) quizzes on prepositions and thegenitivecase.
Weeks 11-13 Futuretenseof regular - verbs; Influences of Greek theater on modern theater; dativecase(in full); dativewith certain discuss Mourning Becomes Electra.; begin prepositions (, , , , , discussion of Greek historians: Herodotus; read , , , ,); selections fromHistories; discuss Persian Wars. semester test.
Weeks 14-16 Imperfect tenseof regular - verbs; Herodotus (continued): read passages regarding accusativecase(in full): accusative political systems; discuss thepolitical systems of with prepositions (, , , Athens and Sparta; compareand contrast with , , , , , , , American political systems; read relevant passages , ); readings in adapted texts from fromThe Federalist Papers; Herodotus; quizzes on tenses and prepositions/prepositional phrases
Weeks 17-19 Aorist tenseof regular - verbs; Herodotus: read passages on animals, strange 1st and 2nd declensions in full; customs. Oracles in Herodotus. Irregular nouns of the1st and 2nd; Read adapted passages of Herodotus; quizzes on nouns; test on verbs
Weeks 20-22 3rd declension nouns and adjectives; Thucydides: read, in English, passages related to passivevoiceof - verbs Peloponnesian War, it origins and aftermath; genitiveof agent read Pericles Funeral Oration and thePlagueof quizzes on verbs Athens; speeches regarding Athens; passages from Euripedes plays that refer to Athenian foreign policy.
Weeks 23-25 Imperatives and infinitives of verbs; Greek philosophy: discuss lifeof Socrates; Plato read adapted excerpts of Herodotus; Platos theory of forms; Platos theory of practicefor National Greek Exam government. quizzes on vocabulary, verb/noun forms
Weeks 26-27: Practicefor National Greek Exam; Review for NGE TaketheNational Greek Exam TaketheNational Greek Exam
Weeks 28-30 Contract verbs; present, imperfect, Greek philosophy: Aristotle: logic, poetics, future, aorist tenses. Read passages influences on science, religion, art. Begin of adapted Herodotus; quizzes on vocabulary discussion of Epicureanism, Stoicism.
Weeks 31-33 -mi verbs: isthmi, didwmi Women in ancient times; Sappho present, imperfect, aorist, future Inscriptions readings fromHerodotus, adapted; inscriptions
Weeks 34-36 Degrees of comparison of adjectives; Read excerpts fromEuclid continuereadings in Herodotus; review for final exam. review for final exam
Week 37-38 Review for final exam Review for final exam Final exam Final exam