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Course Profile Classical Languages, Level 3 (LVGCU/LVLCU),
Grade 12, University Preparation, Public
Course Overview
Prerequisite: Classical
Languages, Level 2, University Preparation, LVGBU/LVLBU
This
course provides students with opportunities to further develop their knowledge
of the achievements of the ancient world through the study of Latin or ancient
Greek. Students will read and translate a broad selection of classical prose and
poetry and will learn the vocabulary and grammar essential for these
activities. English is the language of instruction. Through a variety of
enrichment activities, such as contests, seminars, and re-enactments, students
will explore elements of the civilization of the ancient world, such as
engineering, architecture, politics, and literature.
The teaching of Latin and ancient Greek does
not lend itself to discrete thematic units delivered sequentially. Effective
teaching of a Classical language involves the simultaneous development of a
base of knowledge and a number of skills. For this reason, this course is
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. Students consolidate their grammar skills and vocabulary knowledge
and enhance their critical thinking skills by reading and translating, as well as
by engaging in stylistic analyses of the texts that they encounter while
continuing their development of an understanding of ancient culture. Level 3 is
the final year in a three-year sequence. To maintain continuity, it is
important to retain the structure used in the previous courses. In Levels 1 and
2, students encountered vocabulary, grammatical concepts, and translation in
increments of increasing intensity and difficulty. By Level 3, students are
still completing the corpus of grammar and are refining their translation
skills so that they can embark on the translation of original authors. Though
the ultimate goal is for students to translate, interpret, and understand
authentic texts in the Classical language, translation should not form the sole
focus of the course.
The student is at the centre of all activities.
However, because students may have little background in a given topic, teachers
direct and guide the activities. The suggested teaching approaches are not
intended to be prescriptive. Teachers are not expected to teach all activities
in the unit provided. Rather, teachers may select the activities that best
reflect and reinforce the specific content of the language being studied as
well as the learning needs of their students.
The
approximate length of time performing one activity will take is suggested in
the chart for the unit. It is essential to remember, however, that these are
only approximations and that teachers may adjust the times of the activities to
meet their own circumstances. It is assumed that the topics covered in the
Translation unit o
This chart follows the unit
structure of the Level 1 Course Profile. Since the acquisition of knowledge and
skills in a Classical language o
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
* 1 |
Overall: LIV.01, SPV.01, SPV.02, SPV.03, REV.01,
WRV.01, WRV.02, OCV.01, OCV.02 Specific: LI1.01, LI1.02, LI1.03, SP1.01, SP1.02,
SP1.03, SP1.04, SP1.05, RE1.01, RE1.02, RE1.03, RE1.04, WR1.01, WR1.02,
WR1.03, WR1.04, WR1.05, WR1.06, OC1.02, OC1.03, OC1.04, OC1.05 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Translation (55
hours) |
|
2 |
Overall: LIV.01, SPV.01, REV.01, WRV.01, OCV02 Specific: LI1.01, SP1.02, RE1.02, WR1.01, WR1.02,
OC1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Grammatical
Knowledge (20
hours) |
|
3 |
Overall: LIV.01, SPV.01, WRV.01, OCV.02 Specific: LI1.02, SP1.02, RE1.03, WR1.01, WR1.03,
OC1.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Vocabulary
and Derivatives (10
hours) |
|
4 |
Overall: LIV.02, SPV.03, REV.02, WRV.03, OCV.01,
OCV.02, OCV.03 Specific: LI1.03, SP1.05, SP1.06, RE1.04, WR1.06,
OC1.04, OC1.05, OC1.06 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Ancient
Culture (25
hours) |
* This
unit is fully developed in this Course Profile.
The
essence of a Classical language course is the study of ancient culture, which
is a
This unit
involves a reading-translation approach along with an assortment of creative
activities to bring vibrancy and humour to the most challenging element of the
course. Written and oral translations are commonly used methods of presenting
the material. Dramatizations, textual and stylistic analyses of poetry, novels
based on classical works, and plays, and comparisons of authors’ works and
themes (e.g., love, friendship, family, etc.) can enhance student learning. To
avoid the monotony often associated with the reading-translation approach,
teachers can use cloze passages, matching of English translations to sentences
in the Classical language, partial translations, answering questions, paraphrases,
summaries, etc. Teachers may consult the Level 1 Course Profile for additional
suggestions for the adaptation of translation activities. Teachers should
complete the text chosen for the course first and then introduce unadapted text
carefully. Students’ interests and abilities should guide teachers’ selections.
In addition, teachers should carefully watch the pacing and amount of text
covered. It is better to do a small amount of original text comprehensively and
satisfactorily than to do a large amount of text quickly and without students’
full participation.
As in
Level 2, in order to read and translate Latin and ancient Greek proficiently,
students must continue to refine their understanding of a number of grammatical
concepts. They must be able to analyse sentences for syntax, parts of speech,
and word order, as well as use various cases of nouns, tenses and moods of
verbs, and crucial grammatical constructions. Then they can apply their
understanding of Classical grammar to English and other languages. Students
demonstrate their understanding through translation, composition, analytical,
and consolidation activities which require them to apply their knowledge to new
situations. While a
Throughout
Level 3, students continue to develop and refine their understanding of
essential vocabulary necessary for translation and for more sophisticated
communication within the Classical language. The standard method of learning
vocabulary is memorization, a solitary and sometimes monotonous activity.
Teachers can use a series of activities (e.g., games, flashcards,
computer-based drills) that appeal to students and assist them in assimilating
the required material. Students’ knowledge of vocabulary is most appropriately
demonstrated through translation; vocabulary quizzes are standard methods of
testing. Students use the vocabulary to enhance their knowledge of English
vocabulary through the study of word derivation. Careful identification of English
derivatives assists students with their understanding and acquisition of
vocabulary in the Classical language. Word games, crossword puzzles, matching
the derivative to its root, word searches, sentence completion (supplying the
correct derivative), and derivative posters can be useful assessment tools.
These tools appeal to students and aid them in learning the required material.
The process of vocabulary and derivative study is an important linguistic skill
which is necessary for proficiency in reading the Classical language and which
greatly facilitates student learning of English and other languages.
As in
Levels 1 and 2, students further enhance their understanding of the language by
studying a variety of topics based on the ancient culture. Through an array of
activities, including individual research projects, seminars, group work, guest
speakers, hands-on activities, and re-enactments, students have the opportunity
to see the past come alive. These activities also permit students to share in
the presentation of course content. 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. Teachers use ancient culture topics as a means of extending
the study of the passages taught in the course. The ancient culture establishes
a context for these passages and permits students to indulge their personal
interests in the ancient world. Teachers should use the cultural topics
developed in the text chosen for the course; they may supplement the original
text with cultural topics appropriate to the theme of the text. For example, if
teachers read selections of Plautus, they could investigate ancient drama,
including construction of Greek and Roman theatres, Greek tragedy, the
development of comedy, and even read other selections of Plautus, or Terence,
in translation. If teachers read poems of Catullus, they could investigate
social class, the status of women, the nature of familial relationships,
marriage customs, etc. Teachers could also revisit the cultural selections in
Levels 1 and 2 and study them in greater depth.
Cultural
References
Courses
in Classical studies focus on the cultures of ancient Greece and Rome with
specific reference to cultures and peoples within the Greco-Roman world, such
as the Celts, the peoples of what is now known as Turkey, the peoples of the
Near and Middle East (Syria, Lebanon, Israel, Iraq, Iran), Armenia, Georgia,
Romania, parts of India, Egypt, and all of northern Africa. Students are
encouraged to appreciate the linguistic and cultural inheritance of the West,
which is attributed to ancient
To
meet the needs of all students and ensure su
Teachers
devise a series of activities which are appropriate for the four units
(Translation, Grammar, Vocabulary and Derivatives, and Ancient Culture), and
which enhance the standard test and quiz format used. For instance, activities
appropriate for the Translation Unit include dramatizations, re-enactments,
jigsaw activities for larger translations, in addition to cloze translations,
matching exercises, paraphrases, and summaries. A selection of assessment
approaches is suggested at the end of the activities for the translation unit
which has been designed for this course profile. Grammar may be consolidated by
activities such as parsing sentences, games, worksheets, drills, transparent
language computerized drills, and so on. Vocabulary, normally acquired by
memorization, can be acquired by using games, drills, derivative posters, etc.
Finally, Ancient Culture topics can be explored via seminars, presentations,
essays, research projects, creative writing assignments, and so forth. These
activities enhance the Classical language classroom and provide students the
opportunities to practise skills useful for other subject areas. For a list of
activities that can be adapted for the course, teachers should consult the
Level 1 Course Profile.
An
activity-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 exceptional students.
The
purpose of assessment and evaluation is to improve student learning. Teachers
use a range of diagnostic, formative, and summative assessment activities,
which permit students to practise their skills, consolidate their knowledge,
and demonstrate the skills and knowledge on a number of o
Teachers
can use the activities in the Teaching/Learning Strategies as assessment tools;
the activities can be evaluated to ascertain a student’s achievement and grade.
Since a well-balanced learning activity fulfills expectations for more than one
strand, an activity can fall into more than one category of the Achievement
Chart. Teachers use their discretion and professional judgement when assigning
the activity to the Achievement Chart categories. For example, a translation
activity satisfies specific expectations from all strands and is assessed for
all four categories; a simple dramatization of a translation, which does not
include a focus on translation and grammatical knowledge, fulfills specific
expectations in the Communication and Application categories.
“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” (Program Planning
and Assessment).
Teachers
should ensure, as well, that the final summative assessment for the course
reflects all the strands and the four units (Translation, Vocabulary and
Derivatives, Grammar, and Ancient Culture). In addition, they should ensure
that they include strategies used to teach the specific expectations throughout
the course when designing the final assessment. The final summative assessment
may involve a mixture of assessment tools used throughout the term in concert
with a formal exam; the structure, format, and elements of the final summative
assessment should be readily recognizable to the student. Teachers can assign a
project or essay to a
Students
who have been identified with exceptionality have Individual Education Plans
(IEPs). Teachers must consult IEPs for specific direction on a
A
Students
with visual impairments could be provided with large-print or Braille versions
of textual materials as available. Students having a
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 a
Students
with other physical disabilities can be a
Enrichment
can be offered in each activity to provide a more fulfilling experience. For
gifted students enrichment opportunities include more challenging translations,
independent research projects requiring a more in-depth analysis, video making,
and creative writing projects.
Students
with learning disabilities 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’ su
Students
of ESL/ELD who have not yet achieved a working proficiency in English may
experience difficulty in studying Latin/ancient Greek. Derivatives study is
certainly a useful method of helping students learn English. In addition, the
elements of grammar and the skills utilized in translation may be of help.
Computer programs that assist students in learning the elements of
Latin/ancient Greek could be incorporated. Additional time for tests,
assignments, and other evaluations would also benefit these students and
increase their su
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. Teachers may
consult the Level 1 and Level 2 Course Profiles for additional resources.
The Ontario Classical Association is an
excellent teacher resource that provides mentorship information for new
teachers as well as useful resources (see Websites).
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
Bradley,
Pamela. Ancient
Bradley,
Pamela. Ancient
Cairns,
Trevor. The Romans and their Empire.
Liberati,
Anna Maria and Fabio Bourbon. Ancient
Martel,
Hazel Mary. The Kingfisher Book of the
Ancient World from the Ice Age to the Fall of
Nardo,
Don. The Way People Live: Life in Ancient
Sitwell,
Nigel. Outside the Empire: The World the
Romans Knew.
Balme,
M.G. Intellegenda.
Balme,
M.G. The Millionaire’s Dinner Party.
Balme,
M.G. and M.C. Greenstock. Scrutanda.
Balme,
M.G. and J.H.W. Morwood. Cupid and Psyche.
Balme, Maurice and James Morwood.
Balme,
M.G. and M.S. Warman. Aestimanda:
Practical Criticism of Latin and Greek Poetry and Prose.
Bell,
Patricia. amor et amicitia.
Bell,
Patricia. imperium et civitas.
Breslove,
D., et al. Latin Poetry Selections for Grade XIII.
Breslove,
D., et al. Latin Prose Selections for Grade XIII.
Carter,
Ashley and Phillip Parr.
Carter,
Ashley and Phillip Parr. Cambridge Latin
Anthology, Teacher’s Handbook.
Hammond,
Mason and Anne Amory. From Aeneas to
Augustus.
Hornsby,
Roger A. Reading Latin Poetry.
Jones,
Peter V. and Keith Sidwell. Reading
Latin: Text.
Joint
Association of Classical Teachers. Reading
Greek: Text.
Joint
Association of Classical Teachers. Reading
Greek: The Intellectual Revolution.
Joint
Association of Classical Teachers. Reading
Greek: A World of Heroes.
LaFleur,
Richard A., ed. Latin Poetry for the Beginning Student.
Lawall,
Gilbert, ed. Latin in its Context:
Passages for
McArdle,
H. and G. Suggitt. Per Saecula: Prose.
McArdle,
H. and G. Suggitt. Per Saecula: Poetry.
McArdle,
H. and G. Suggitt. Per Saecula:
Comprehension and Unseen Translation.
Morford,
M.P.O. A New Latin Reader.
Morford,
M.P.O. Latin Unprepared Translation.
Petrie,
A. A Latin Reader.
Quinn,
Kenneth. Horace: The Odes.
Russell,
D.A. An Anthology of Latin Prose.
Russell,
D.A. An Anthology of Greek Prose.
Smith,
F. Kinchin and T.W. Melluish. Catullus:
Selections from the Poems.
Stace,
C. and P.V. Jones. Stilus Artifex.
Staley,
Gregory A., ed. Speculum Romanum: a
Collection of Latin Mini-lessons on Roman Culture.
Tennick,
M.J. Libellus: Selections from Horace,
Martial, Ovid and Catullus.
Whalen,
Paul. multas per gentes.
Whalen,
Paul. urbs antiqua.
Wiseman,
T.P. Catullus and His World.
Atchity,
Kenneth J., ed. The Classical Greek
Reader.
Atchity,
Kenneth J., ed. The Classical Roman
Reader.
Highet,
Gilbert. The Classical Tradition: Greek
and Roman Influences on Western Literature.
Highet,
Gilbert. Poets in a Landscape.
Musurilllo,
S.J. Symbol and Myth in Ancient Poetry.
Quinn,
Kenneth. Latin Explorations: Critical
Studies in Roman Literature.
Quinn,
Kenneth. Vergil’s Aeneid: A Critical
Description.
Russell,
D.A. and M. Winterbottom. Ancient
Literary Criticism: The Principal Texts in New Translation.
Sullivan,
J.P., ed. Critical Essays on Roman
Literature: Volume One: Elegy and Lyric Poetry.
Sullivan,
J.P., ed. Critical Essays on Roman
Literature: Volume Two: Satire.
Wilkinson,
L.P. Golden Latin Artistry.
Breslove,
David. Latin Composition.
Greenough,
J.B., et al. Allen and Greenough’s New
Latin Grammar.
Joint
Association of Classical Teachers. Reading
Greek: Grammar, Vocabulary and Exercises.
Jones,
Peter V. and Keith Sidwell. Reading
Latin: Grammar, Vocabulary and Exercises.
Slade,
E.A. A Streamlined Latin Grammar.
Usher,
H.J.K. An Outline of Greek A
Wheelock,
Frederic M. Wheelock’s Latin Grammar.
Fifer,
Norma and
Krill,
Richard M. Greek and Latin in English
Today.
Morwood,
James and Mark Warman. Our Greek and
Latin Roots.
Nybakken,
Oscar E. Greek and Latin in Scientific
Terminology.
Ancient Lands. Microsoft Corporation.
Latin Now! Transparent Language.
Mythology: An Introduction to Greek
& Roman Mythology.
Thomas S. Klise Company, 1995.
Real Romans Digital Time Traveller. English Heritage, TAG Publishing,
1999.
The Road to Ancient
The Road to
Teachers
are reminded to preview websites they plan to use in class or direct students
to; sites are constantly changing. 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.
The URLs
for the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
American
Classical League – http://www.aclclassics.org/
Electronic
Resources for Classicists – http://www.tlg.uci.edu/~tlg/index/resources.html
includes link to "eleaston.com/latin.html" (Latin: Listen and Speak)
Websites
for the Classics – http://www.centaursystems.com/sites.html
Ancient
Rome Daily Life (for younger students) –
http://members.aol.com/Donnclass/Romelife.html
Ancient
Learn about the history of
Antique
Roman Dishes –
http://www.cs.cmu.edu/~mjw/recipes/ethnic/historical/ant-rom-coll.html
Armamentarivm:
The Beginners' Guide to Roman Military Equipment –
http://museums.ncl.ac.uk/archive/arma/welc/begin.htm
Frequently asked questions and a virtual visual tour of Roman military
equipment.
Aspects
of Ancient
Profiles of Ancient Roman people, places, historic, sites and more. This
website is the result of a class project aimed at introducing the study of
‘Classics’ to secondary school students.
Chronology:
Timeline of ancient
Classics
Technology Centre –
http://www.ablemedia.com/ctcweb/consortium/potterfeature.html
with many interesting links including "Female Gladiator?" David
Potter's UMich. course on Sport and Daily Life in the Roman World
Dead
Romans: Coins, Virtual Walkthrough of Rome, the Emperors –
http://www.deadromans.com
Gods
and Goddesses of Rome – http://www.novaroma.org/religio_romana/deities.html
History
for Kids – http://www.historyforkids.org/
Click on
http://members.aol.com/donnandlee/RomeTest.html
A test on ancient
http://members.aol.com/TeacherNet/AncientRome.html
A good general site with lots of links.
http://www.brandeis.edu/news/ostrow.html
Get the dirt on Roman latrines
http://www.britainexpress.com/History/Life_in_Roman_Britain.htm
http://www.proteacher.com/090084.shtml
Lesson plans on a variety of topics for elementary school
http://www.realm-of-shade.com/RomanaeAntiquae/
An informal look at the lives of women in ancient
http://www.skidmore.edu/academics/classics/courses/hi202/dailylife.html
Includes information on Roman ball games
http://www.uvm.edu/~classics/life/index.html
Athletics, food, history, holidays, houses and baths, laws, maps, politics,
writing, women.
Journey
Back in Time to Ancient
This site takes you on a webquest. Find out what the task is and what your role
will be!
Legion
XIIII: Ancient History Brought to Life – http://www.legion-fourteen.com/
Maps
of the
Odyssey
Online:
Ancient Roman daily life, people, mythology, death and burial, and more.
Roma:
History and Civilization of the
Find out about the era of the republic, the era of the empire, Roman culture
(houses, clothes, food, games, and more), religion, history, legends,
monuments, economy, and political system.
Roman
Coins of the Early Empire – http://www.iei.net/~tryan/coins.htm
Roman
Food (part of a larger site on
Romans
in
Rome
Project – http://www.dalton.org/groups/rome/index.html
Created by the Dalton School in New York City, this site explores Roman
politics, literature, philosophy, religion, drama, military, and more.
Slavery
in Ancient Rome – http://bama.ua.edu/~dunla003/
Territorial
Expansion of the Roman World –
http://www.acs.ucalgary.ca/HIST/tutor/firsteuro/roman.html
Provides background on the Roman expansion from early Roman rule through the
late Roman Empire.
The
Forum Romanum – http://www.geocities.com/~stilicho/rome.html
Take a virtual tour of Rome, learn about mythology, Latin language and Roman
life.
The
Forum Romanum: Exploring an Ancient Market Place –
http://library.thinkquest.org/11402/
History and religion, daily life, biographies, and quizzes about the Roman
market place.
The
Roman Calendar – http://www.clubs.psu.edu/aegsa/rome/romec.html
The
Romans – http://www.bbc.co.uk/education/romans/index.shtml
From the BBC education site, this page explains who the Romans were, what the
empire and the republic were, and presents the emperors, senators, Roman
leisure, education, and religion. Also includes maps.
Virtual
Catalogue of Roman Coins – http://artemis.austinc.edu/acad/cml/rcape/vcrc/
Virtual
Tour of Ancient Rome – http://www.ancientsites.com/xi/activity/tour/index.rage
The Forum
http://jefferson.village.virginia.edu/pompeii/
The Pompeii Forum Project: see the Notes for Teachers and Students
http://www.artsednet.getty.edu/ArtsEdNet/Exhibitions/Trajan/index.html
The Forum of Trajan in Rome: good Virtual Reality tours
http://www.touritaly.org/pompeii/forum.htm
A tour of Italy for the financially challenged!
Roman
Beliefs about Life after Death
Domestic
Religion at Pompeii – http://www.bowdoin.edu/dept/clas/arch304/lares/index.html
Roman
Beliefs about the Afterlife – http://www.novaroma.org/religio_romana/afterlife.html
Roman
Religion and its connection to Astronomy –
http://library.thinkquest.org/3461/roman_g.htm
Roman
Poetry
An
American teacher's Catullus page – http://www.hoocher.com/catullus.htm
Catullus
LVIII – the movie – http://www.presenceofmind.net/Lesbia/
Catullus,
Ovid, Martial – http://come.to/latinpoets
http://www.ablemedia.com/ctcweb/consortium/catullusguideintro.html
The Modern Student's Guide to Catullus (including "The Endless Noun Ending
Song")
http://www.users.globalnet.co.uk/~loxias/catullus.htm
A fun look at Catullus' poems, with clickable words providing visual
representations of Latin words.
http://www.vroma.org/~abarker/catulluslinks.html
Latin
Course (distance learning) – http://www.webscotland.co.uk/latin/sc3/unit3/poetryintro.htm
Readings
by Kathleen Coleman –
http://www.fas.harvard.edu/~classics/poetry_and_prose/poetry.html
Viva
Voce: Roman Poetry Recited – http://dekart.f.bg.ac.yu/~vnedeljk/VV/
Ancient
Greece
Ancient
Greek Civilization – http://www.best.com/~swanson/greece/eg_greece_menu1.html
Learn about Greek land and resources, culture, mythology, daily life,
mathematics, and more.
Ancient
Greek Life – http://www.historyforkids.org/learn/greeks/index.htm
Portland State University education students provided middle school level
information about ancient Greek life, now maintained by “historyforkids.org”.
Ancient
Greek World – http://www.museum.upenn.edu/Greek_World/Index.html
Visit the different time periods in Ancient Greek times or visit daily life
(including men's and women's roles, schooling, housing, hunting and warfare),
economy (including coins, trade and manufacturing), and religion and death
(including heroes, banquets, and burials).
The
Ancient Greeks (culture, people, and history) – http://www.arwhead.com/Greeks/
Cycladic-Minoan-Mycenaean
Civilization – http://www.vacation.net.gr/p/history3.html
Learn more about the history and culture of these ancient Greek civilizations.
Greek
Costume Through the Centuries – http://www.firstnethou.com/annam/costhist.html/
Costumes of Greece from Minoan Civilization, Ancient Greece, Roman times &
Byzantium,16th-18th centuries.
The
Greeks: Crucible of Civilization – http://www.pbs.org/empires/thegreeks/
Learn about famous people in ancient Greece, hear letters of the Greek alphabet
pronounced, follow the timeline, or view the animation of the Parthenon. Flash 4 and QuickTime are required for many of the features on this site. Large
graphics load slowly.
In
the Footsteps of Alexander the Great – http://www.pbs.org/mpt/alexander/
This PBS site explores the leader's life and achievements. Click on the
Overview to review his life.
Map
of Homeric Greece – http://homer.reed.edu/blueseahomermap.gif
Odyssey
Online: Greece – http://www.emory.edu/CARLOS/ODYSSEY/GREECE/homepg.html
Ancient Greek daily life, people, mythology, death and burial, and more.
Ships of
the Ancient Greeks on the World Wide Web –
http://www.webcom.com/shownet/medea/bulfinch/grkship.html
Images, articles and links to WWW sites.
The
Ancient Olympics
Olympics –
http://www.perseus.tufts.edu/Olympics/
What sports were at the ancient Olympics? Take a virtual tour and find out.
Greek
Language
Drills for Athenaze –
http://www.netspace.org/~petrofsk/greek20/drills.html
Vocabulary
and Grammar Drills –
http://www.artemis.austinc.edu/acad/cml/jjohnson/athenaze/index.html
The drills give instant feedback. The breathing marks, however, are somewhat
odd; pay close attention.
Greek
Mythology: A Look Back in Time
The
Ancient Gods – http://www.hol.gr/greece/ancgods.htm
Greek
Mythology – http://library.thinkquest.org/18650/data/lighthome.html
Information on the gods and heroes, constellations, family trees, voyages,
monsters, and more.
Illustrated
Encyclopaedia of Greek Mythology –
http://www.cultures.com/greek_resources/greek_encyclopedia/greek_encyclopedia_home.html
Click on the letter of the topic in which you are interested and the site will
take you there.
The Greek
Mythology Link – http://www.hsa.brown.edu/~maicar/index.html
Coded
Expectations, Greek/Latin, Level 3, University Preparation, LVGCU/LVLCU
LIV.01 · demonstrate an understanding of
spoken Latin or ancient Greek appropriate to the level;
LIV.02 · demonstrate a detailed knowledge
of ancient societies.
LI1.01 – demonstrate an understanding of
spoken prose and poetry in the classical language by a
LI1.02 – show an understanding of
sophisticated vocabulary and grammatical forms in Latin or ancient Greek
presented orally in a variety of contexts;
LI1.03 – show extensive knowledge of
ancient societies and of the culture of the classical world by responding
appropriately to presentations (e.g., discuss information presented by guest
lecturers or peers).
SPV.01 · communicate complex ideas in the
classical language, using vocabulary and grammar appropriate to the level;
SPV.02 · demonstrate an understanding of
original and adapted passages in the classical language by responding in
various ways;
SPV.03 · apply a detailed knowledge of
ancient societies in a variety of appropriate contexts.
SP1.01 – recite classical poetry with
appropriate expression, correct pronunciation, and a
SP1.02 – use extensive knowledge of Latin
or ancient Greek root words and correct grammar in English in oral language
activities (e.g., in doing a critical analysis of a passage orally);
SP1.03 – convey the meaning of a variety
of passages in the classical language by translating, paraphrasing, and
summarizing the passages, both with and without preparation (sight passages);
SP1.04 – evaluate the style of passages in
the classical language orally;
SP1.05 – show an understanding of
classical prose and poetry studied by expressing personal reactions in a
variety of group activities (e.g., literary debates, panel discussions);
SP1.06 – demonstrate extensive knowledge
of aspects of ancient culture in oral presentations (e.g., research report,
seminar paper).
REV.01 · read and demonstrate an
understanding of a wide variety of passages in the classical language;
REV.02 · demonstrate a detailed knowledge
of ancient societies.
RE1.01 – read adapted and original prose
and poetry in the classical language (e.g., letters, epigrams, speeches, lyric
poems) and demonstrate understanding of content and style in a variety of
activities;
RE1.02 – apply knowledge of complex
grammatical constructions in the classical language (e.g., conditional clauses,
ablative absolute, gerunds, and gerundives) to increase reading comprehension;
RE1.03 – use dictionaries and commentaries
to determine the meaning of classical words and passages;
RE1.04 – demonstrate extensive knowledge
of classical culture gained through reading (e.g., reference books, ancient
texts in the classical language or in English translation) in independent study
projects, seminars, and debates.
WRV.01 · write sentences and short
paragraphs in the classical language, using grammar and vocabulary appropriate
to the level;
WRV.02 · demonstrate an understanding of a
variety of passages in the classical language in writing activities;
WRV.03 · demonstrate extensive knowledge
of ancient societies in a variety of writing activities.
WR1.01 – use Latin or ancient Greek
vocabulary, including synonyms and idiomatic expressions, correctly and
appropriately in a variety of writing activities (e.g., computer drills,
exercises involving sentence completion);
WR1.02 – apply grammatical forms in the
classical language correctly in response activities (e.g., sentence
composition, multiple-choice and matching exercises);
WR1.03 – demonstrate extensive knowledge
of vocabulary and relevant grammar, as well as precision in the use of
language, when writing in English;
WR1.04 – convey the meaning of prose and
poetry passages in the classical language by writing translations, paraphrases,
and summaries of the passages, as well as answers to questions, with and
without preparation (sight passages);
WR1.05 – scan major poetic metres (e.g.,
dactylic hexameter, elegiac couplet);
WR1.06 – demonstrate extensive knowledge
of classical culture in major writing projects (e.g., an essay comparing
several classical literary works, a presentation focusing on a comprehensive
analysis of a classical text).
OCV.01 · identify and describe the
influence of the classical language on the formation of other languages;
OCV.02 · apply extensive knowledge of Latin
or ancient Greek grammar and vocabulary to the study of English and other
languages;
OCV.03 · make comparisons between ancient
and other societies.
OC1.01 – identify and use a
OC1.02 – demonstrate an understanding of terms
derived from the classical language that are used today in fields such as
literary analysis and philosophy;
OC1.03 – use correctly sophisticated
grammatical forms that are common to the classical language, English, and other
languages in speaking and writing activities (e.g., use conditional sentences
correctly and in appropriate contexts);
OC1.04 – speak and write in English with
increased clarity and precision, and improved diction;
OC1.05 – gather and analyse information
about the ancient world, using a variety of electronic and print sources (e.g.,
the Internet, software packages, and books);
OC1.06 – show the influence of classical culture on later societies in areas such as literature, law, and theology (e.g., compare aspects of modern law with the law practised in ancient societies).
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