Course Overview

Classical Languages, Level 2, University Preparation, LVGBU/LVLBU

Secondary Policy Document Publication Date: The Ontario Curriculum, Grades 11 and 12,

Classical Studies and International Languages, 2000.

Course Description

“The study of Latin, ancient Greek and Classical Civilizations introduces students to the cultural and linguistic roots of Western societies. By learning these languages, students become more aware of grammar in English and other modern languages. In addition, the study of Latin and/or ancient Greek root words increases vocabulary and improves spelling. As a consequence, students enrolled in Classical studies courses are able to speak, read, and write with greater proficiency, and are able to learn other languages more readily. Moreover, in all Classical studies courses, the knowledge students gain of the literature, mythology, and art, as well as of the commercial and social practices of ancient civilizations, enables them to better appreciate and respect their own heritage and that of others. The discoveries of archaeology have contributed significantly to our knowledge of the geography and history of the Classical world as well as to our understanding of its culture, particularly its art and architecture. For this reason, archaeology and its developments play an important part in Classical studies.

Courses in Classical languages are taught primarily in English. Through activities such as presentations, reports, debates, and seminars, students learn to work cooperatively, develop thinking and communication skills, and acquire self-confidence. The study of Classical languages and civilization challenges students intellectually and gives them an opportunity to develop the knowledge and discipline they need to succeed in post-secondary studies and the workplace of the twenty-first century.” (The Ontario Curriculum, Grades 11 and 12, Classical Studies and International Languages, p. 7)

Course Notes

The teaching of Latin and ancient Greek does not lend itself to discrete thematic units delivered sequentially. Instead, effective teaching of a Classical language develops a base of knowledge and a number of skills simultaneously. For this reason, Classical languages courses tend to be divided into four distinct but interconnected units: Translation, Grammar, Vocabulary and Derivatives, and Ancient Culture. Teachers select activities from each unit and intertwine them to reinforce and expand student learning and achievement.

Though the primary focus of a Classical language is to teach students to read and translate that language, the ultimate goal is to teach the students to understand and appreciate the essence of the ancient world in the language(s) of its people. In this way, students can understand and appreciate their own culture in a more meaningful way. This is why the cultural topics are such an integral part of the course, and this is the underlying premise on which the variety of texts, currently used throughout the province rely. The culture of the people so heavily influenced the development of Latin and ancient Greek that students must learn about life in the ancient world in order to comprehend the language(s) more effectively.

Generally, teachers are able to deliver activities pertaining to translation or grammar fairly readily and independently. The textbooks available give great assistance. The cultural topics, however, often pose a difficulty in terms of scope, depth, and methods of extension. Indeed, students are fascinated by these topics and want to examine them more fully. This is the reason this course profile develops Unit 4: Ancient Culture. The unit is intended to be of use to teachers of Latin or ancient Greek and to apply to the variety of texts in use.

The student is at the centre of all the activities outlined in this document. However, because students may have little background in a given topic, it is often necessary for the teacher to direct and guide the activities. Teachers using this course profile document should keep in mind that they are their own primary resources and that the key to a successful teaching experience includes preparation, creativity, adaptability, sensitivity, and a sense of humour. The activities in the Ancient Culture unit are suggested as possible teaching approaches, but are in no way intended to be prescriptive. Teachers are not expected to teach all activities in the unit provided. Rather, teachers should select those activities, or parts of activities, which best reflect and reinforce the specific content of the language and textbook being studied, as well as the learning needs of their students.

The approximate length of time the activity will take is suggested in the chart for the unit.

Note: It is essential to remember that these are only approximations, however, and that teachers may adjust the times of the activities to meet their own circumstances. It is assumed that the topics covered in the Ancient Culture unit occupy approximately a third of the course (35 hours out of the 110 required for a credit.)

Course Overview

The following chart is based on the unit structure provided in the course profile for Classical Languages, Level 1. Since the thorough acquisition of knowledge and skill in a Classical language occurs over a sequence of three years, it is appropriate and necessary to maintain this organization of the units. As students move from one level to the next, the time spent on the units will vary with the complexity and demands of the expectations. This chart broadly reflects the overall and specific expectations which should be fulfilled by the end of a course. The five strands (Listening, Speaking, Reading, Writing, and the Application of Knowledge of the Classical language to Other Contexts) are reflected here. The clustering of expectations allows all the strands to be assessed separately or jointly within the unit. Teachers are reminded that activities reflect a number of expectations in order to provide the students with optimal learning opportunities. Since the expectations are found within different strands, the activities will often fall in more than one category of the Achievement Chart.

Course Overview Chart

Cluster	Expectations	Assessment	Focus
1	LIV.01, SPV.01, SPV.02, REV.01, WRV.01, WRV.02, WRV.03, OCV.02; LI1.01, LI1.02, SP1.02, SP1.02, SP1.03, SP1.04, SP1.05, RE1.01, RE1.02, RE1.03, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05, WR1.06, OC1.01. OC1.03, OC1.04	K/U T/I C A	Translation (40 hours)
2	LIV.01, SPV.01, SPV.02, REV.01, WRV.01, WRV.02, WRV.03, OCV.01, OCV.02; LI1.01, LI1.02, SP1.01, SP1.02, SP1.03, RE1.02, RE1.03, WR1.02, WR1.03, WR1.04, OC1.03, OC1.04	K/U T/I C A	Grammatical Knowledge (25 hours)
3	LIV.01, SPV.01, SPV.02, REV.01, WRV.01, WRV.02, WRV.03, OCV.01, OCV.02; LI1.01, LI1.02, SP1.01, SP1.03, SP1.04, RE1.01, RE1.03, WR1.01, WR1.03, WR1.04, WR1.05, WR1.06, OC1.01, OC1.02, OC1.04	K/U T/I C A	Vocabulary and Derivatives (10 hours)
4	LIV.02, SPV.03, REV.02, WRV.02, WRV.04, OCV.01, OCV.02, OCV.03; LI1.03, SP1.03, SP1.05, SP1.06, RE1.01, RE1.03, RE1.04, WR1.03, WR1.04, WR1.05, WR1.06, WR1.07, OC1.03, OC1.04, OC1.05, OC1.06	K/U T/I C A	Ancient Culture (35 hours)

K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application

Unit Descriptions

Note: For the prupose of this Course Profile, the Course Overview Chart on p. 2 combines the essential elements of the Course Overview and Unit Overview Charts.

Unit 1: Translation

The essence of a Classical language course is the reading and translation of text. Therefore, translation forms a significant portion of Classical languages courses. In a Level 2 Classical Language course, students continue to develop the ability to translate increasingly complex passages of Latin or ancient Greek into English and to translate phrases from English into the Classical language. This unit involves a reading – translation approach along with a wide variety of creative and innovative activities to bring vibrancy and humour to a commonly challenging element of the course. Such activities as cloze exercises, oral translations, dramatizations, worksheets, matching or fill in the blank exercises enhance student learning. The course profile for Classical Languages Level 1 contains a variety of useful suggestions.

Unit 2: Grammatical Knowledge

As in Level 1, in order to read and translate Latin and ancient Greek proficiently, students must develop and refine an understanding of a number of grammatical concepts. In addition, they must be able to analyse sentences for syntax, parts of speech, and word order as well as learn various cases of nouns, tenses and moods of verbs, and crucial grammatical constructions. Then they are able to apply their understanding of Classical grammar to English and other languages. Students demonstrate their understanding through translation, composition, and analytical and consolidation activities which require them to apply their knowledge to new situations. While accurate translation can reflect a student’s understanding of grammatical concepts, it can also be the result of “guessing” based on contextual clues. It is necessary to include, therefore, strong grammatical instruction in the program so that students understand why some translations are accurate while others are not, and how texts are translated correctly.

Unit 3: Vocabulary and Derivatives

Throughout the Level 2 program, students continue to develop an understanding of essential vocabulary and derivatives necessary for translation and for simple communication within the Classical language. A variety of activities and teaching methods (such as games, flashcards, derivative posters, and so on) appeal to students and assist them in assimilating the required material. Students develop linguistic skills which are not only helpful to them in working with the Classical language, but which greatly facilitate their learning of English and other languages.

Unit 4: Ancient Culture

As in Classical Languages, Level 1, students further enhance their understanding of the language by studying a variety of topics based on the ancient culture. Through a variety of activities, including individual research projects and group work, guest speakers, hands-on activities, and re-enactments, students have the opportunity to see the past come alive. This section of the course is taught in English (with reference to Classical passages read in class), and involves a variety of teaching and learning approaches. This unit constitutes a valuable opportunity for teachers and students to be creative and imaginative in learning about ancient cultures.

Cultural References

Courses in Classical Studies focus on the cultures of ancient Greece and Rome with specific reference to cultures and peoples within the Greek and Roman Empires, such as the Celts, the people of Turkey, those of the Middle East (Syria, Lebanon, Israel, Iraq, Iran), Armenia, Georgia, Romania, parts of India, Egypt, and all of northern Africa. In this way, students are encouraged to appreciate the linguistic and cultural inheritance of the West, which originated in ancient Greece and Rome, and also to demonstrate sensitivity toward, and an appreciation of, the cultures and peoples of a wide geographical region both in ancient times and today. Teachers can also encourage students to draw comparisons between their own cultural backgrounds and those being studied, noting the common characteristics of humanity throughout time.

Teaching/Learning and Assessment Strategies

In order to meet the needs of all students, and to ensure their successful learning, teachers commonly use a number of approaches to deliver the course content including cooperative learning, individual assignments, hands-on/creative activities, games, dramatizations/skits, tests, quizzes, exams, essays/research projects, personal response writing, translations, creative writing, and so forth. They also use a number of diagnostic, formative, and summative assessment tools in order to design these activities and to give students an evaluation of their accomplishments which is fair and accurate. A selection of assessment approaches is suggested at the end of the activities within the unit. Teachers should ensure, as well, that the final summative assessment for the course reflects the four units (Translation, Vocabulary and Derivatives, Grammar, and Ancient Culture) and that they include strategies used to teach these throughout the course as appropriate to a final assessment. It is important that teachers are mindful of the Achievement Chart provided at the end of the policy document when they are designing activities and assessment tools. It is possible for an activity to fall into more than one category in the Achievement Chart.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

An activities-oriented approach to teaching requires teachers to pay particular attention to health and safety considerations. For instance, teachers using food should be aware of any allergies or other medical conditions within the classroom. If an activity requires students to engage in physical activity, teachers should review proper behaviour and safety practices. Teachers should ensure that any materials used for re-enactments, for instance, are safe and appropriate to the students’ ages. As always, teachers must pay particular attention to students with special needs.

Accommodations

All students who have been identified with exceptionality will have an Individual Education Program (IEP) provided by the special education department within the school. Teachers should consult the special education personnel when implementing IEP recommendations, especially when trying to deal with more difficult accommodations than those listed below.

Accommodations for students having special needs can be made at various stages in this unit. Teachers should approach the activities in this document, always keeping in mind the specific needs of students within their own classrooms whether these needs are based on students’ learning styles or particular challenges.

ESL/ELD Students

Students of ESL/ELD who have not yet achieved a working proficiency in English may experience extreme difficulty in studying Latin/ancient Greek. Computer programs that assist students in learning the elements of Latin/ancient Greek could be incorporated in order to assist them with this process. Additional time for tests, assignments, and other evaluations would also benefit these students and increase their success. In addition, peer mentors can be provided to assist ESL/ELD students in their learning of Latin/ancient Greek. Dictionaries connecting the student’s original language to English could be used, for example, to assist these students on tests.

Visual Impairment

Students with visual impairments could be provided with large print versions of written and textual materials or with Braille versions, as available. Students having access to computer technology can be provided with textual material on disk, which can be viewed in magnification or read by an electronic voice. Oral testing can be provided to these students, avoiding the need for written assessment or additional time can be given. “Note buddies” or “peer mentors” could be provided to assist these students with note taking, organization, or group activities. Where slides or videos are used, large-screen televisions can assist those with limited sight in viewing films; slides can be enlarged by placing the projector at a greater distance from the screen. In each case, the teacher should ensure that sufficient aural information accompanies the visuals.

Hearing Impairment

Students with hearing impairments could be seated at the front of the class to allow them to lip read the teacher’s speech, or to increase the efficiency of their hearing. In addition, these students can make use of technological hearing devices accompanied by a microphone worn by the teacher. Signers may be available to assist students in their learning. “Note buddies” or “peer mentors” could be provided to assist these students with note-taking, organization, or group activities.

Other Physical Impairments

Students with other physical impairments can be accommodated within an individual school or classroom setting by adjusting the classroom arrangement, such as the arrangements of desks, to facilitate the presence of students in wheelchairs, for example. The special education department, parent(s)/guardian(s), and the student himself or herself, can provide the best information on how this is to be done.

Giftedness

Enrichment can be offered within each activity of the unit to provide a more fulfilling experience. Such accommodations could include more challenging translations, independent research projects requiring a more in-depth analysis, video-making or creative writing projects. Students should be encouraged to use their particular area(s) of giftedness to enhance their learning and meet their potential as fully as possible.

Learning Impairments

Students having learning impairments can be assisted in this course by “peer tutors” and “note buddies” who assist them with organization skills or in the acquisition of new information. Additional time for testing and alternative testing forms can also improve students’ success. Computer programs that allow students to work at their own pace and that provide alternate presentation of materials are also available. Dictionaries can also be of significant assistance to these students.

Other Accommodations

Teachers can make other accommodations in consultation with specific students, their parent(s)/guardian(s), social workers, and the special education department of the school in order to create an atmosphere conducive to optimal learning.

Resources

This collection of resources is organized into useful categories, containing publications helpful to teachers of Latin and ancient Greek in teaching about ancient cultures. Some books have been cross-listed because they fit into several categories. In addition, teachers are directed to consult the previous course profile document, Classical Languages, Level One, Academic, April 2000, for an additional and extensive list of resources.

The Ontario Classical Association is an excellent teacher resource that provides mentorship information for new teachers as well as useful resources. http://arts.uwaterloo.ca/~lneuru/OCA/oca.html

Cities

Brewer, Richard J. Caerwent Roman Town. Cardiff: Cadw: Welsh Historic Monuments, 1993.

Connolly, Peter and Hazel Dodge. The Ancient City: Life in Classical Athens and Rome. Oxford: Oxford University Press, 1998.

Connolly, Peter. Pompeii. Oxford: Oxford University Press.

Converso, Claudia. Herculaneum: Civilization and Art. Milan: Kina Italia.

Cordello. Ostia: Guide to the Excavations. Venice: Storti Edizioni, 1994.

Cunliffe, Barry. Fishbourne: A Roman Palace and Its Garden. London: Thames and Hudson, 1971.

Goor, Ron and Nancy Goor. Pompeii: Exploring a Roman Ghost Town. New York: Harper Collins, 1986.

Hall, Jenny and Ralph Merrifield. Roman London. London: Her Majesty’s Stationary Office, 1986.

Harmsworth, Andy. Roman Canterbury: A Journey Into the Past. Canterbury: Canterbury Archaeological Trust Limited, 1994.

Hernandez, Xavier and Pilar Comes. Barmi: A Mediterranean City Through the Ages. Boston: Houghton Mifflin Company, 1990.

Hernandez, Xavier and Jordi Bollango. Lebek: A City of Northern Europe Through the Ages. Boston: Houghton Mifflin Company, 1991.

Hernandez, Xavier. San Rafael: A Central American City Through the Ages. Boston: Houghton Mifflin Company, 1992.

Hodge, Peter. Aspects of Roman Life: Roman Towns. London: Longman Group Limited, 1972.

Macaulay, David. City: A Story of Roman Planning and Construction. Boston: Houghton Mifflin Company, 1974.

Millard, Anne. A Street Through Time: A 12,000 Year Journey Along the Same Street. London: Dorling Kindersley, 1998.

Mumford, Lewis. The City in History. New York, 1961.

Salvi, Giulia, (ed.). Pompeii: A Practical and Complete Tour Guide of the City. Florence: Casa Editrice Bonechi, 1996.

Ramm, Herman. Roman York from A.D. 71: A Pictorial Guide. York, England: The Ebor Press, 1985.

Webster, Graham and Philip Barker. Wroxeter Roman City. London: English Heritage, 1991.

Whalen, Paul, (ed.). urbs antiqua. Toronto: Irwin Publishing, 1989. (Contains Latin passages for translation.)

Roman/Greek Army

Map of Roman Britain. Southampton: The Ordinance Survey, Southampton, 1978.

Birt, David. The Legions Leave. London: Longman Group Ltd., 1976.

Collingwood, R.G. and Ian Richmond. The Archaeology of Roman Britain. London: Methuen and Company Ltd., 1969.

Connolly, Peter. The Greek Armies. London: Macdonald Educational Press, 1977.

Connolly, Peter. Hannibal and the Enemies of Rome. London: Macdonald Educational Press, 1978.

Connolly, Peter. The Roman Army. London: Macdonald Educational Press, 1975.

Connolly, Peter. Tiberius Claudius Maximus: The Cavalryman. Oxford: Oxford University Press, 1988.

Connolly, Peter. Tiberius Claudius Maximus: The Legionary. Oxford: Oxford University Press, 1988.

Grant, Charles. Ancient Battles for Wargamers. Watford, Hertfordshire: Argus Books, 1977.

Hodge, Peter. Aspects of Roman Life: The Roman Army. London: Longman Group, 1977.

Mann, J.C. and R.G. Penman. Literary Sources for Roman Britain. London: London Association of Classical Teachers, 1980.

Millard, Anne. Empires and Barbarians from 500 B.C. to 600 A.D.: Ancient China, Mongols, Celts, Persians, and the World of the Greeks and Romans. London: Usborne Press, 1977.

Millard, Anne. Warriors and Seafarers from 1500 B.C. to 500 B. C.: the Great Empires of Egypt, Assyria, Babylon, and the World in Old Testament Times. London: Usborne Press, 1977.

Sutton, Harry T. Museum Puzzle Picture Book of the Roman Army. London: Heritage Books, 1982.

Wilkes, John. The Roman Army. Cambridge: Cambridge University Press, 1972.

Trade/Economics

Boyne, William. A Manual of Roman Coins. New York: Ammon Press Ltd., 1968.

Breglia, Laura. Roman Imperial Coins, Their Art and Techniques. New York: Frederick A. Praeger, 1968.

Gardner, Percy. Archaeology and the Types of Greek Coins. Chicago: Argonaut Publishers, 1965.

Head, Barclay V. Guide to the Principal Gold and Silver Coins of the Ancients. Chicago: Argonaut Publishers, 1968.

Hodge, Peter. Aspects of Roman Life: Roman Trade and Travel. Burnt Mill, Essex: Longman Group Limited, 1974.

Petras, Carrington. Economic Concepts in the Latin Class. Oxford, Ohio: The American Classical League, 1986.

Historical Fiction

Ancient Greece

Alcock, Vivien. Singer to the Sea God. 1992.

Apostolou, Anna. A Murder in Macedon. 1997.

Bradley, Marian Zimmer. The Firebrand. 1987.

Doody, Margaret. Aristotle Detective. 1980.

Graves, Robert. The Golden Fleece. 1944.

Green, Roger Lancelyn. The Luck of Troy. 1961.

Green, Roger Lancelyn. The Tale of Troy. 1958.

Mclaren, Clemence. Inside the Walls of Troy. 1996.

McCullough, Colleen. The Song of Troy. 1998. This is part of a series of such books.

Renault, Mary. The King Must Die. 1958. This is part of a series of such books.

Sutcliffe, Rosemary. Black Ships at Troy. 1993. This is part of a series of such books.

Sutcliffe, Rosemary. The Wanderings of Odysseus. 1995. This is part of a series of such books.

Roman Empire

Bradshaw, Gillian. A Beacon at Alexandria. 1987.

Davis, Lindsey. Silver Pigs. 1989. This is part of a series of such books.

Fast, Howard. Spartacus. 1951.

Gann, Earnest K., The Antagonists. 1986.

Hunter, Mollie. The Stronghold. 1974.

Nichols, Ruth. The Left-Handed Spirit. 1978.

Roberts, John Maddox. The Temple of the Muses. 1992. This is part of a series of such books.

Saylor, Stephen. Roman Blood. 1990. This is part of a series of such books.

Schneider, Mical. Between the Dragon and the Eagle. 1997.

Sutcliffe, Rosemary. Song for a Dark Queen. 1978. This is part of a series of such books.

Wallace, Lew. Ben Hur. 1881.

Whyte, Jack. The Sky Stone. 1992. This is part of a series of such books.

Roman Emperors

Davis, Lindsay. The Course of Honour. 1997. This is part of a series of such books.

Graves, Robert. I, Claudius. 1934.

Graves, Robert. Claudius the God. 1935.

Hersey, John. The Conspiracy. 1972.

Massie, Allen. Augustus. 1983.

Massie, Allen. Caesar. 1986.

Massie, Allen. Tiberius. 1990.

Massie, Allen. Nero. 1991.

McCullough, Colleen. The First Man in Rome. 1980. This is part of a series of such books.

Wishart, David. Nero. 1996.

Ancient Religions

Croft, A.M. fabulae antiquae. London: Bell and Hyman Ltd., 1918. Contains Latin myths to translate.

Cumont, Franz. Astrology and Religion Among the Greeks and Romans. N.Y.: Dover Publications, 1960.

Dumezil, Georges. Archaic Roman Religion. Vol. 1 and 2. Chicago: University of Chicago Press, 1970.

Gardner, Jane. Roman Myths. London: British Museum Press, 1993.

Goldman, Norma and Jacob E. Nyenhuis. latin via ovid. Detroit: Wayne State University Press, 1982.

Green, Miranda J. The Gods of Roman Britain. Buckinghamshire, U.K.: Shire Publications, 1994.

Gummere, John Flagg and Annabel Horn. Classical Myths and Legends. Glenview, Illinois: Scott Foresman and Company, 1950. Contains Latin myths to translate.

Hanlin, Jayne I. and Beverly E. Lichtenstein. Learning Latin through Mythology. Cambridge: Cambridge University Press, 1991. Contains Latin myths to translate.

Levi-Strauss, Claude. Myth and Meaning: Cracking the Code of Culture. N.Y.: Schocken Books, 1979.

Marinatos, Nanno. Minoan Religion: Ritual, Image, and Symbol. Columbia, South Carolina: University South Carolina Press, 1993.

Massey, Michael. Roman Religion. London: Longman Press, 1979.

Meyer, Marvin W. (ed.). The Ancient Mysteries: A Sourcebook – Sacred Texts of the Mystery Religions of the Ancient Mediterranean World. New York: Harper Collins, 1987.

Ogilvie, R.M. The Romans and Their Gods. London: Hogarth Press, 1986.

Technology/Science/Medicine

Beshore, George. Science in Ancient China. New York: Franklin Watts, 1998.

Beshore, George. Science in Early Islamic Cultures. New York: Franklin Watts, 1998.

The Campanian Society, Inc. Inventions and Inventors, Mythical and Real. 1995.

Chirinian, Helene. Technology Connections for Ancient Egypt. N.Y. Teacher Created Materials, Inc.

Chirinian, Helene. Technology Connections for Ancient Greece. N.Y.: Teacher Created Materials, Inc.

Chirinian, Helene. Technology Connections for Ancient Rome. N.Y.: Teacher Created Materials Inc.

The Corning Museum of Glass. Roman Glass in the Corning Museum of Glass. N.Y.: Dover Pub., 1997.

Crosher, Judith. Technology in the Time of Ancient Greece. New York: Grail Foundation Press, 1998.

Crosher, Judith. Technology in the Time of Ancient Egypt. New York: Grail Foundation Press, 1998.

Green, Miranda. Aspects of Roman Life: Roman Technology and Crafts. London: Longman Group, 1979.

Harris, Jacqueline. L. Science in Ancient Rome. New York: Franklin Watts, 1998.

Johnson, Peter. Romano-British Mosaics. Buckinghamshire, U.K.: Shire Publications, 1995.

Ling, Roger. Romano-British Wall Painting. Buckinghamshire, U.K.: Shire Publications, 1985.

Majno, Guido. The Healing Hand: Man and Wound in the Ancient World. Cambridge, Massachusetts: Harvard University Press, 1975.

Nicholson, Paul T. Egyptian Faience and Glass. Buckinghamshire, U.K.: Shire Publications, 1993.

Rook, Tony. Roman Baths in Britain. Buckinghamshire, U.K.: Shire Publications, 1992.

Snedden, Robert. Technology in the Time of Ancient Rome. New York: Grail Foundation Press, 1998.

Woods, Geraldine. Science in Ancient Egypt. New York: Franklin Watts, 1998.

Government/Social Structure

Adcock, F.E. Roman Political Ideas and Practice. Ann Arbor: University of Michigan Press, 1959.

Barry, Nicholas. An Introduction to Roman Law. Oxford: Clarendon Press, 1962.

Bell, Patricia E. imperium et civitas. Toronto: Irwin Publishing, 1988. Contains passages to translate.

Classics Department. Ancient Elections and Politics. Baltimore: University of Maryland.

Crook, J.A. Law and Life of Rome. Ithaca, New York: Cornell University Press, 1967.

Hodges, Peter. Aspects of Roman Life: Roman Family Life. Burnt Mill, Essex: Longman Group, 1974.

Strasheim, Lorraine A. oro vos faciatis: An “Election Unit”. Oxford, Ohio: American Classical League.

Wiedemann, Thomas. Greek and Roman Slavery. London: Routledge Press, 1989.

Archaeology

Aston, Mick and Tim Taylor. The Atlas of Archaeology. Toronto: Viking Press, 1998.

D’Andrea, A. Catherine. Archaeology from the Ground Up. Toronto: The Ontario Educational Communications Authority, 1989.

Hughes, James (ed.). The World Atlas of Archaeology. London: Portland House, 1988.

Williams, Wendell and Sarah Wisseman. Ancient Technologies and Archaeological Materials. New York: Gordon and Breach Publishing Group, 1993.

General Information

Bell, Patricia E. amor et amicitia. Toronto: Irwin Publishing, 1989. Contains passages for translation.

Bradley, Pamela. Ancient Greece: Using Evidence. Victoria: Edward Arnold Australian Limited, 1990.

Bradley, Pamela. Ancient Rome: Using Evidence. Victoria: Edward Arnold Australian Limited, 1990.

Cairns, Trevor. The Romans and their Empire. Cambridge: Cambridge University Press, 1970.

Garden, Glen. Life B.C. London: Heinemann Educational Press, 1980.

Liberati, Anna Maria and Fabio Bourbon. Ancient Rome: History of a Civilization that Ruled the World. New York: Stewart Tabori and Chang, 1996.

Martel, Hazel Mary. The Kingfisher Book of the Ancient World from the Ice Age to the Fall of Rome. New York: Larousse Kingfisher Chambers Incorporated, 1995.

Nardo, Don. The Way People Live: Life in Ancient Rome. San Diego: Lucent Books, 1997.

Shelton, Jo-Ann. As the Romans Did: A Sourcebook in Roman Social History. Oxford: Oxford University Press, 1988.

Sitwell, Nigel. Outside the Empire: The World the Romans Knew. London: Paladin Graftin Books, 1984.

Whalen, Paul. multas per gentes. Toronto: Irwin Publishing, 1989. Contains passages for translation.

Websites

Teachers are reminded to preview websites they plan to use in class or direct students to use. It is recommended that teachers refer to their board’s protocols regarding the use of Internet Resources by students to determine in what way they should use the following sites.

Virtual Tour of ancient Rome. Site links to a novel about Spartacus, a Roman newspaper, etc.
– http://www.ancientsites.com/cgi-bin/twep/nph-rage/as/asgallery/engine/tour.html-num=^2^-adcid=^11^-campaign=^9^-VID=^3355026^-file=^/www/htdocs/an/as/xi_records/cities/ rome/tours/t2/100/6/28.log^-node=^7^-locp=^Rome^-city=^rome^-ad_comid:comid=^25^-version=^2^-rsessionName=^Ot86m7^-dbhost=^severus^-dir=^an^-dbport=^7243^

Legio XX group – a recreation group which specializes in ancient Roman armour and combat. Information about suppliers of materials, information about ancient military strategy and technique.
– http://www.larp.com/legioxx/index.html

Legio IV Flavius. This site was created by an enthusiast in Ontario who is trying to create his own legion. It contains interesting links and information. – http://members.home.net/legate/

Latin Links. This is a website which offers readings from authentic Latin texts as well as a dictionary, grammar aide, and historical information. – http://www.utep.edu/latin/

Ancient Oil Lamps. This site offers reproduction oil lamps from various parts of the Roman Empire and from other cultures in ancient times. Good visuals for projects or just to show students what ancient oil lamps looked like. – http://members.tripod.com/~Oil_Lamps/

Nova Roma. This is an interesting website offering information about: laws and edicts, government, religion, games, literature, art, and a chat room for enthusiasts. – http://www.novaroma.org/main.html

Diotima. This site shows costumes recreated based on ancient statuary and paintings.
– http://www.uky.edu/ArtsSciences/Classics/norma.html

History of Fashion and dress, a website maintained by the University of Alaska
– http://www.costumes.org/pages/fashiondress/ancientworld.htm

Hope’s Costume of the Ancients. These sites features hair styles, costume suggestions, etc.
– http://www.costumes.org/pages/books/hope/hoperoman1.htm
– http://www.costumes.org/pages/timelinepages/ancientrome1.htm

Virtual Tours of Ancient Rome and Greece. This site links you to dozens of other sites on Roman history, art, architecture, etc. There is also an excellent virtual tour of modern Rome, with explanations of each view. – http://www.geocities.com/Athens/Forum/6946/artlinks.html

The Forum Romanum. This site offers information about the history, use and visuals of the ancient Roman Forum. – http://library.thinkquest.org/11402/homehis.html

Pompeii Interactive. This is a promotional site for ordering a CD which provides virtual tours of Pompeii, along with written explanations, worksheets and quizzes. – http://www.pompeii.co.uk/

Pompeii. This site contains excellent visuals of wall paintings etc. from Pompeii as well as detailed explanations of their importance. – http://jcccnet.johnco.cc.ks.us/~jjackson/pomp.html

Roman Painting. This site contains an explanation of the four styles of Pompeian painting as well as great visuals for students to see. – http://harpy.uccs.edu/roman/html/romptg.html

Pompeii Forum Project. This site contains an excellent overview of the modern remains of Pompeii (picture taken from a balloon), as well as a description of the project to create a reconstruction of the forum. – http://jefferson.village.virginia.edu/pompeii/page-1.html

Virtual museums. – http://palimpsest.stanford.edu/icom/vlmp/

Classics metasite. This is an excellent and huge site with links to hundreds of other sites on Classical topics (a.k.a. Perseus project). – http://rome.classics.lsa.umich.edu/welcome.html

Mythology encyclopedia: – http://pantheon.org/mythica/

Duke University Classics: – http://scriptorium.lib.duke.edu/papyrus/

Coded Expectations, Classical Languages, Level 2, University Preparation, (Greek/Latin) LVGBU/LVLBU

Oral Communication: Listening

Overall Expectations

LIV.01 · demonstrate an understanding of spoken Latin or ancient Greek appropriate to the level;

LIV.02 · show an understanding of various aspects of ancient societies.

Specific Expectations

LI1.01 – demonstrate an understanding of words, phrases, sentences, questions, and passages in Latin or ancient Greek by correctly answering questions and accurately translating material;

LI1.02 – demonstrate an understanding of grammar and vocabulary in passages of Latin or ancient Greek presented orally (e.g., in passages read by the teacher, passages dramatized by peers, taped materials);

LI1.03 – demonstrate knowledge of aspects of ancient societies (e.g., scientific theories, technological innovations, practice of medicine) by responding to information presented orally (e.g., in presentations, oral reports, talks by guest speakers).

Oral Communication: Speaking

Overall Expectations

SPV.01 · communicate orally in the Classical language, using vocabulary and grammar appropriate to the level;

SPV.02 · demonstrate an understanding of passages in Latin or ancient Greek appropriate to the level;

SPV.03 · communicate information about various aspects of ancient societies to others.

Specific Expectations

SP1.01 – use vocabulary and standard pronunciation in Latin or ancient Greek in oral language activities (e.g., dialogues, dramatizations);

SP1.02 – use grammatical constructions appropriate to the level in Latin or ancient Greek in oral exercises (e.g., form-and-ending drills, exercises that involve unscrambling sentences);

SP1.03 – use their knowledge of Latin or ancient Greek root words and grammar to speak correctly in English;

SP1.04 – convey the meaning of passages in the Classical language appropriate to the level by accurately translating, paraphrasing, and summarizing the passages, and answering questions, both with and without preparation (sight translations);

SP1.05 – show an understanding of the material studied by expressing personal interpretations (e.g., in group discussions, presentations, and debates);

SP1.06 – demonstrate a detailed knowledge of cultural aspects of ancient societies by sharing information in various group activities (e.g., debates, contests) and individual oral presentations (e.g., book reviews, reports on topics such as ancient medicine).

Reading

Overall Expectations

REV.01 · read and demonstrate an understanding of passages in the Classical language appropriate to the level;

REV.02 · demonstrate knowledge of a broad range of topics relating to ancient societies.

Specific Expectations

RE1.01 – read passages in the Classical language for comprehension of main ideas and respond through a variety of activities;

RE1.02 – identify grammatical constructions appropriate to the level in Latin or ancient Greek passages, as well as in English texts (e.g., subjunctives, participles, deponents/ middle voice verbs, imperatives);

RE1.03 – use knowledge of the vocabulary and grammar of the Classical language to increase reading comprehension;

RE1.04 – demonstrate knowledge of various aspects of ancient societies gained through reading a variety of materials (e.g., historical fiction, newspaper and magazine articles, CD-ROMs) in detailed reports, presentations, and discussions.

Writing

Overall Expectations

WRV.01 · write sentences in the Classical language, including answers to questions, using grammar and vocabulary appropriate to the level;

WRV.02 · use correct vocabulary and grammar in English;

WRV.03 · demonstrate an understanding of passages in the Classical language in various writing activities;

WRV.04 · show an understanding of ancient societies in various writing activities.

Specific Expectations

WR1.01 – use Latin or ancient Greek vocabulary correctly and appropriately in a variety of writing activities (e.g., sentence composition, crossword puzzles);

WR1.02 – apply grammatical forms appropriate to the level correctly in the Classical language in question-and-answer activities (e.g., sentence completion and multiple-choice exercises, sentence composition);

WR1.03 – use correct grammar and vocabulary in English in a variety of writing activities;

WR1.04 – use their knowledge of Latin or ancient Greek root words and grammar when writing in English;

WR1.05 – demonstrate an understanding of passages in the Classical language by writing translations, paraphrases, and summaries, as well as answers to questions, both with and without preparation (sight passages);

WR1.06 – produce pieces of writing in a variety of forms (e.g., journals, film reviews, short essays) to express personal reactions to material studied, using correct vocabulary and grammar in English;

WR1.07 – demonstrate knowledge of aspects of ancient culture in various pieces of writing intended for peers, teachers, or the general public (e.g., book reports, essays and fact sheets to accompany visual displays).

Application of Knowledge of the Classical Language to Other Contexts

Overall Expectations

OCV.01 · identify and describe the influence of the Classical language on the formation of other languages;

OCV.02 · apply their knowledge of Latin or ancient Greek vocabulary and grammar to English and other languages;

OCV.03 · show an understanding of the influence of Classical culture on later societies.

Specific Expectations

OC1.01 – demonstrate their knowledge of a wide range of words derived from the Classical language in English and other languages (e.g., create a glossary of words relating to science or music);

OC1.02 – identify Latin and/or ancient Greek phrases and abbreviations that are used today (e.g., in mottoes, in fields such as medicine and law);

OC1.03 – use correctly grammatical forms that are common to the Classical language, English, and other languages in speaking and writing activities (e.g., use subordinate clauses in complex sentences correctly);

OC1.04 – speak and write in English with clarity, precision, and good diction;

OC1.05 – gather and analyse archaeological information relating to the ancient world, using a variety of electronic and print sources (e.g., the Internet, software packages, books);

OC1.06 – show the influence of Classical culture on later societies in areas such as science, art, and philosophy in various projects (e.g., prepare a presentation showing the widespread use of Classical images and allusions in advertising).

Unit 4 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Course Overview

Course Overview Chart

Unit Descriptions

Unit 1: Translation

Unit 2: Grammatical Knowledge

Unit 3: Vocabulary and Derivatives

Unit 4: Ancient Culture

Cultural References

Teaching/Learning and Assessment Strategies

Accommodations

ESL/ELD Students

Visual Impairment

Hearing Impairment

Other Physical Impairments

Giftedness

Learning Impairments

Other Accommodations

Resources

Roman/Greek Army

Trade/Economics

Historical Fiction

Ancient Religions

Technology/Science/Medicine

Government/Social Structure

Archaeology

General Information

Websites

Oral Communication: Listening

Overall Expectations

Specific Expectations

Oral Communication: Speaking

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations

Application of Knowledge of the Classical Language to Other Contexts

Overall Expectations

Specific Expectations