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South Brunswick Schools


World Language Curriculum

Language: Latin
Level: 6
th
- 12
th
Grades





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Latin Language Goals

The primary goal for the study of Latin is the interpretation of texts and historical/cultural understanding. Instruction in the study of Latin
will be concentrated in the interpretive mode. Students will be asked to understand and interpret within the appropriate cultural context
spoken and written communication.







Latin in the School District

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

Topic: Imperium Romanum
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1
unit I
Goal 1: The student will be able to identify ancient provinces and relate them to their modern
counterparts.

Objectives / Cluster Concepts /
Cumulative Progress
Indicators (CPI's)

The student will be able to:
Essential Questions
Sample Conceptual Understandings
Construct and label a map of
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.

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

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.

Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)

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.

Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)

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?


46

Topic: Roman Clothing
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1 unit
VI
Goal 6: The student will be able to discuss Roman clothing, describe their colors in both Latin and English,
and compare to their own.

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

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?


48

Topic: Introduction to Conjugations
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1 Unit
VIII
Goal 8: The student will be able to express the translation of Latin verb personal endings using the correct
English pronouns.

Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)

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?



49

Topic: Present Tense Verbs
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1
Unit IX
Goal 9: The student will be able to identify verb conjugations, conjugate verbs in the present tense and identify
the vocative case in dialogue.
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?

50

Topic: Domus Romana
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1 unit
X
Goal 10: The student will be able to describe the location and function of the rooms in a Roman city house and
compare and contrast to their own home.
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?

52

Topic: Roman Names
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1 unit
XII
Goal 12: The student will be able to identify the three parts of the Roman tria nomina
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?


53

Topic: Imperative Mood
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1 unit
XIII
Goal 13: The student will be able to identify and translate verbs in the imperative mood and give and respond to
commands in Latin
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?

54

Topic: Genitive and Dative Cases
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1 unit
XIV
Goal 14: The student will be able to identify and translate nouns from the 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?

55

Topic: Ablative Case
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1 unit
XV
Goal 15: The student will be able to identify and translate the 6 major uses of the Ablative Case.
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?

56

Topic: Roman Gods and Goddesses
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1 unit
XVI
Goal 16: The student will be able to identify and discuss the principal Roman deities.
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?


57

Topic: Imperfect Tense
Grade Level/Subject:
Latin Grades 6 8/HS Level 1
unit XVII
Goal 17: The student will be able to distinguish between the present and imperfect tenses in both Latin and
English
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?

60

Topic: Noun/Adjective Agreement
Grade Level/Subject:
Latin Grades 6 - 8/HS Level 1
unit XX
Goal 20: The student will be able to describe nouns using the correct forms of Latin adjectives
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














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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.






64




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

Unit I - Topic: Present Subjunctive: Hortatory Subjunctive through Roman Oratory and Prose

The student will be able to recognize and form the present tense of the SUBJUNCTIVE MOOD.
The student will be able to read and reproduce the HORTATORY / JUSSIVE SUBJUNCTIVE.
The student will be able to recognize FIGURES OF SPEECH commonly used in oratory.
Objectives /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
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?

65




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

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

Identify and translatepurposeand
result clauses

Recognizeand formtheimperfect
tenseof thesubjunctivemood.

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?







66


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

Unit III - Topic: All tenses of the subjunctive: Indirect Commands; Indirect Questions; Conditional Sentences;
Circumstantial Clauses; Geography and Topography of Gaul and Britain.

1.The student will be able to recognize and form the present, imperfect, perfect, and pluperfect subjunctives.
2. The student will be able to recognize and translate correctly all uses of the subjunctive.
3. The student will be able to locate and identify major landmarks and cities in ancient Gaul and Britain.
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?




70



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

Unit VII - Topic: Verbs that take the genitive case; verbs that take the dative case.

The student will be able to identify the genitive case of all declensions.
The student will be able to identify the dative case of all declensions.
The student will be able to identify and translate verbs that take the genitive case.
The student will be able to identify and translate verbs that take the dative case.
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

Objectives / Cluster
Concepts /
Cumulative Progress
Indicators (CPI's)

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

Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)

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.

Objectives / Cluster
Concepts /
Cumulative Progress
Indicators (CPI's)

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)

Week 9: Book 2: lines 199-267

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 10: Book 2: lines 268-297

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)
Test on Book 2: lines 1-56; 199-297

Week 11: Book 2: lines 469-525

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)



Week 12: Book 2: lines 456-566

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 13: Book 2: lines 735-805

Test on Book 2; Check Homework; Multiplechoiceexercise(oneper week)

Week 14: Book 4: lines 1-53

Discuss events in Book 3 (to beread in English); Introduction to Book 4; Check Homework; Multiplechoiceexercise(oneper week)

Week 15: Book 4: lines 54-104

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 16: Book 4: lines 105- 159

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 17: Book 4: lines 160-218

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 18: Book 4: lines 219-278

Test on reading of Book 4: lines 1-278; Check Homework; Multiplechoice(oneper week)

Week 19: Book 4: lines 279-330

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 20: Book 4: lines 331-392

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 21: Book 4: lines 393-449

Test on Book 4; Check Homework; Multiplechoiceexercise(oneper week)



Week 22: Book 4: lines 642-705

Discuss Book 5 (to beread in English); Daily quizzes; Check Homework

Week 23: Book 6: lines 1-76

Introduction to Book 6; Homework; Daily quizzes; Multiplechoiceexercise(oneper week)

Week 24: Book 6: lines 77-155

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 25: Book 6: lines 156-211

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 26: Book 6: lines 450-476

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 27: Book 6: lines 847-901

Preparefor comprehensivetest on theAeneid, books 1-6

Week 28: Books 7-9 (to beread in English)

Discuss Books 7-9 for plot and characterizations

Week 29: Book 10: lines 420-509

Daily quizzes; Check Homework; Multiplechoiceexercise(oneper week)

Week 30: Test on Book 10; Discuss events in Book 11 (to beread in English)

Week 31: Book 12: lines 791-842

Introduction to Book 12; Check homework;

Week 32: Book 12: lines 887-952

Begin review of theAeneid: translation exercises; short essay practice


Weeks 33/34: Continuereview of theAeneid; translation exercises; multiplechoicepracticetests; review essay strategies.


Curriculum for Greek

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

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