5
World Languages Department
Curriculum Outline: Revised - November 2004
Latin: Levels I and II
Overview and Philosophy:
The basic premise of Latin is that the Latin language, the vehicle for transmitting ancient roman culture, is ultimately the center and point of reference for all student-learning activities.
With this premise in mind, reading comprehension in the Latin language itself becomes a most important goal. Latin is an inflected language with grammatical changes made to each word to show its syntax or use in a sentence. Thus, it is important that the reading aloud of Latin passages and the distinguishing of the Latin word changes are emphasized. Listening Tapes as provided by the Latin text Book Publishers will be used
As often as needed to help develop student confidence in reciting Latin properly as he/she reads from a text. Oral drills of the noun declension and verb conjugation endings can also help develop comprehension by reinforcing Latin word endings and word patterns that syntactically replace word order as used in the English language native to the majority of Latin students. Classroom charts of all Latin inflections should be made by the students, and displayed in the classroom. Instructor reference to these charts should be encouraged to visually reinforce what Latin words look like as the student is speaking and listening to them. Reference to the differences between Latin and English sentence structure and thought transmission in a sentence is continual.
Traditional methods of teaching Latin continue to be most important. Among these methods are: completing work sheets with questions on the Latin reading, vocabulary presentation by means of identifying Latin root words and Latin word endings contained within English words, continuing drills on Latin noun and verb endings, individual student board work for illustrating their understanding of their Latin readings, and individual instructor review of assigned written exercises. All such activities should be daily routine for Latin students. Currently available word games, puzzles and other interesting material will be used to enable the student to continue his identification with the Latin student I ancient Rome, where playing Latin games was a part of the education process for most Latin students.
Student comprehension of reading content should be verified by use of oral and/or written questions and answers eliciting factual details, cause and effect, motive, consequence and the like. A Quick Quiz Review (QQR) of the prior day or week’s activities should be normal fare for the Latin student.
Noun and verb forms must be mastered as introduced. The use of flash cards and other mnemonic learning device is critical for success in mastering Latin. Stress should be placed on not only the Latin word base/stem and termination of forms, but also on their use and function in the sentence. Particular attention to the aspects of tense of the Latin verb is required, as the grammatical function of the individual verb is much more important in Latin than it is in English.
Syntax should not be treated separately from inflection. Treatment of all grammatical and lexical components should always be dealt with as means to understanding the language of the writer, language being the vehicle for the communication of his/her experience, thought, and emotion. Aside from drill and practice to fix word forms and functions in the student’s memory, references to form and function should always be concrete, that is, concrete to specific uses in a particular reading passage, and always directed to enhance understanding of the reading passage. Little-used or irregular forms, exceptions to the general rule, should be noted only to the extent necessary for reading comprehension. Forms should be learned to facilitate comprehension, and not for the sake of knowing the form as an exercise in rote memorization.
Since learning through the visual sense is highly developed in the contemporary Latin student, thanks for which belong to the developers of computer software and the Internet, a variety of media should be used to make vivid aspects of the culture and life of Ancient Rome. These media are now virtually unlimited, but their usage should be directed to the course objective how to understand the language and culture of ancient Rome, and how both have contributed to our own language, culture, legal and political systems, all of which is traditionally referred to as Our Latin Heritage. A useful guideline is to follow the American Classical League publications of classical history, culture and mythology, and to participate in the Latin National Examinations take by some 150,000 to 200,000 Latin students across the United States each year. This exam can also function as an end-of-course test for both student and instructor to measure their success in meting the course objective of their Latin instruction.
The Latin I and II curriculum address the state standards by focusing on the interpretive mode, as it is the most appropriate for the study of a classical language.
Standard 7.1 (Communication) All students will be able to communicate in at least one world language in addition to English. They will use language to engage in conversation, understand and interpret spoken and written language, present information, concepts, and ideas while making connections with other disciplines, and compare the language/culture studied with their own.
Latin 1
Course Description
Latin I will acquaint students with the language and literature to which we owe so many important elements in our own language and culture, Latin, as spoken in the small compagna called Latium, an area surrounding what is now the city Rome. Some 75 % of English words, and virtually all of English and other World Language professional vocabulary words come to us from Latin directly, or indirectly through French and Italian, derivative languages of Latin.
Students will be encouraged to look beneath the simple surface similarity of language for implied meanings in words, and to search for new ways of thinking about language structure and thought transmission. Students will realize that mastery of a language depends upon mastery of its vocabulary, its fundamental grammatical forms and syntactical and metaphorical idioms. There should emerge realization of the importance of Latin as the basic language, the foundation for English and all the Romance languages that derive from Latin.
Objectives:
A. Linguistic Objectives
· To develop competence in the pronunciation of Latin; and in the original Latin sound system as determined by linguists specializing in the recreation of classical sounds.
· To develop mastery of Latin grammatically inflected forms.
· To develop an understanding of the basic principles of Latin syntax.
· To develop ability in reading and comprehending Latin writings.
· To employ current technology as it pertains to the Latin language and culture.
B. Cultural Objectives
· To foster greater appreciation of Rome’s important position in world history, and the significant influence on the totality of Western civilization exercised by Roman culture.
· To foster realization that Roman culture is an integral part of our daily life as noted in: the layout of city and rural streets and roads; water delivery systems and sewer and waste disposal pipes and drains; ownership of land and other property; and of course, the violation of local ordinance resulting in speeding tickets and similar punishments for not carrying out the duties of Roman citizenship.
· To foster deeper appreciation of other modern cultures throughout the world, which, like our own American culture, also have their roots in Greco-Roman Civilization, but which were developed in a different manner. The Romans preferred to maintain the culture and institutions of peoples they conquered or traded with, and to allow these new Romans to add their unique mores to the existing Roman culture. Co-existence of the existing order with new groups and mores, and its extension to ever more new peoples, endowing them with the rights of citizenry in Rome, allowed Rome to dominate the world for centuries. We should be well aware of this fact when meeting cultures new to us.
Course Outline by Subject
· Grammar/Word Formations
Nouns: gender, number, case, declension
Pronouns: gender, number, case, type
Adjectives: relationship to noun endings
Adverbs: relationship to adjective endings
Verbs: number, person, tense, voice, mood
· Grammar/Syntactical Uses
Nouns: syntactical case versus word order in English
Nouns: Similarity of case endings in each of the five declensions
Verbs: active versus passive voice
Verbs: transitive versus intransitive use
Verbs: how person is shown in the verb
Verbs: how tense is shown in the verb
Verbs: how mood is shown in the verb
Verbs: how Latin and English verbs differ
· Grammar/ Sentence Structure
Word Order
Subordinate Clauses
Unique uses of grammar in Latin Sentences
Rules for Use of Noun Cases
Rules for Use of Sequence of Tenses in Subordinate Clauses
Rules for the Ablative Absolute and other unique Latin structures
· Vocabulary
Strategy to memorize
Cognate words in English
Derivative words in English
Professional vocabulary words and meanings
Relationship with Italian, Spanish and other Romance languages
· Latin Readings
Assigned Text: Latina Lingua, or other comparable test
Mythological readings from Work Books
Selected simple readings from Latin writers
· Culture/History
Educational Videos from the Education Channel, American Classical League and other classical sources;
Student research projects
Cross Text readings from texts not used in course
Materials: Lingua Latina – Book I Amsco (and additional ancillary materials)
Latin 2
Course Description
The object of Latin II is to reinforce and to build on the basic knowledge gained by the Latin student in Latin I. The first term, and second term if necessary, should be spent on an intensive review of all material covered in Latin 1. However, more time should be placed on reading Latin for comprehension than in Latin 1.
As the year progresses, more and more time should be spent on thought transmission through variance of Latin grammar and syntax, and word play in noun case endings, and the many aspects the Latin verb can covey. While students need not develop an ability to write in Latin, an occasional assignment for writing in Latin will educate the student in the subtle differences that exist in inflected languages as Latin and German and in word order languages as English and Chinese can be given
Course Outline by subject: (varied for needs of individual students)
Nouns
· Mastery of all noun case endings
· Mastery of the rules for use of a Latin noun case
· Similarities and differences to English use of noun case
· Mastery of all Latin vocabulary words that are nouns and recognition of all possible cognates and derivatives in English words.
Adjectives
· Mastery of which noun endings a Latin adjective uses
· Mastery of using adjectives to form adverbs
Verbs
· Recognition of all aspects of the Latin verb
· Mastery of all person endings to the Latin verb
· Recognition of the extensive use of the passive voice in the Roman writers
· Recognition of word play on verb meanings used by Roman writers
Miscellaneous
· Latin expressions used in English
· How to use technology and media in learning Latin
· Develop an overview of Roman history
· Learn Etruscan culture and mores
· Master the Roman kingship, republic and imperial forms of government
· Develop an ability to read selected text from Latin AP writers
· Complete several assigned projects on aspects of Latin, Roman culture and Roman politics.
Materials: Jenney’s Second Year Latin (ancillary and teacher made materials).