AP Latin Syllabus 2014-1015
Goals
In this course you will continue your efforts develop reading comprehension skills in Latin in
preparation for both the AP Latin exam in May, as well as preparation for continuing studies of the
language and history beyond high school. In this course you will spend much more time than before on
the analysis of the Latin, the cultural impact and the historical importance of the works, specifically the
poetry of Vergil’s Aeneid and the prose of Caesar’s Gallic Commentaries.
1. Over the course of the year, students will continue to develop their skills in the following
2. Reading of significant portions of the English translation of the works, including areas not
read in the Latin
3. In-class discussions, essays, and analysis of the works, which will cover major themes,
historical importance, and literary style. When reading poetry, this will also include scanning
exercises.
Course Overview
Expectations and Procedures:
General:
1. Students are expected to keep up with assignments, both in class and at home.
2. Students must keep their work in a notebook, either spiral-bound or composition style. This
must be brought with them to class every day.
3. English and Latin texts of the current author, as well as any writing implements, dictionaries
and supplemental texts must be brought with students every day.
a. While online dictionaries, most notably William Whitaker’s Words, are acceptable,
having a physical dictionary with you is often faster and more convenient.
In class:
1. Be prepared to read, recite, and translate passages of Latin text, both seen and at-sight
every day
2. Be prepared to critically analyze texts for morphological, syntactical, historical, stylistic, and
metrical elements, and to both discuss said elements and to write essays related to them. In
addition, each student will recite a part of the week’s passage each week to the class. When
working with poetry, weekly scansion practice will also be included. (Note to reviewers: this
will be a process that is ongoing all week in order to have each student have a turn at
recitation.)
3. Engage in weekly discussion and debate on the passages read, driven by weekly topics, as
well as by instructor and student questions.
Homework:
1. Students will be assigned nightly translation from the week’s passages.
2. Students will be assigned vocabulary lists appropriate to the week’s passages to study in
preparation for use in the readings, as well as for a weekly vocabulary quiz.
3.
In preparation for the weekly discussion, students will be asked to first do independent
background research into both the week’s topics and well as into their own questions on the
readings.
4. Some essays will be assigned overnight instead of during class; in these instances,
translation will be done in-class instead of as homework.
Summer Assignments: Prior to the beginning of the course, students are required to read Caesar’s De
Bello Gallico in translation, books 1-7 in preparation for beginning to read book 1 at the start of the year.
In addition, students are required to write a short essay on each book, summarizing events and key
points, as well as asking questions for discussion once the school year begins.
Semester One: Caesar and other Prose
During the first semester, students will read selections of Caesar’s De Bello Gallico as required by the AP
Latin Course Framework, and will additionally read selections from non-required readings of Caesar
(such as his de Bello Civili), as well as other prose writers every other week, including but not limited to:
Livy, Cicero, and Pliny. These additional readings will be done at-sight and will be accompanied by
multiple-choice comprehension questions in preparation for the multiple choice portion of the AP exam.
Semester Two: Vergil and other Poetry
During the second semester, students will read selections of Vergil’s Aeneid as required by the AP Latin
Course Framework, and will additionally read selections from non-required readings of Vergil (such as
the Eclogues), as well as other poets every other week, including but not limited to: Horace, Martial, and
Catullus. These additional readings will be done at-sight and will be accompanied by multiple-choice
comprehension questions in preparation for the multiple choice portion of the AP exam.
Assessment
This course will run on a strictly point-based system; there is no one section that is given greater
weight than another. Point values are selected to reflect the importance of each assignment and its
frequency. Point value for each assignment type is found in parentheses next to the heading.
Daily Readings: (5)
1. Nightly reading passages will be assigned from the week’s readings and will be reviewed
during the following day of class. Once per week, the instructor will collect sections of the
week’s readings for closer inspection and feedback.
Essays: (10)
1. Essays will be assigned at least twice per week, covering topics from the current readings,
and asking students to analyze content, theme, writing style, as well as grammatical analysis
of select portions.
2. Every other week one essay will be replaced by a sight translation and several accompanying
multiple-choice questions.
Quizzes:
1. Vocabulary: (20) will be informally quizzed on sections of the week’s list every day, with a
formal quiz held once per week. Perfect memorization is not required, but students must
demonstrate the ability to identify and comprehend words on the list, as well as identify
selected morphological elements.
2. Review Quizzes: (25) every three chapters (Prose) or 50 lines (Poetry) Students will take a
quiz covering the assigned passages. Questions will include giving a literal translation of a
section of the passage; short answers on identifying themes, uses of the language including
specific terminology for grammar and literary devices; relevant vocabulary, grammar,
scansion, historical and cultural content, and literary techniques.
Tests:
1. Section Tests: (50) Every 3-4 weeks [get avg number of chs/lines] a test integrating materials
from the current readings and prior quizzed content will be given. Format will be the same
as the quizzes but will have an additional essay component requiring the students to
synthesize information gathered through translation, discussion, research, and essay writing
over the course of the 3-4 weeks.
2. Unit Exams (100): Near the end of each marking period students will be given a unit exam
covering all content covered in that nine week period. This exam will put a heavy focus on
producing literal translations as well as on essay questions synthesizing content from the
entire marking period.
3. Mid-term exam (150): taken in place of the 2nd unit exam, the midterm will cover all amterial
from semseter 1, though with a greater focus on readings from the 2nd marking period.
Projects: (100/ea)
1. Semester Projects: Covering Caesar in the first semester, and Vergil in the second, students
will select a topic of interest relating to the readings during the semester and will produce a
multimedia project that explores the historical, cultural, and/or literary background to the
readings.
Course Schedule
First marking period
1. Review summer reading of De Bello Gallico in translation, Books 1-7
a. Discuss important background information on Caesar and the
Gallic Wars; review summer readings and essays; introduce semester project
b. Read De bello Gallico Book 1: Chapter 1
2. Read De bello Gallico Book 1: Chapters 2-4
3. Read De bello Gallico Book 1: Chapters 4-6
4. Read De bello Gallico Book 1: Chapter 7
a.Review Book 1
b.Test Book 1
5. Read De bello Gallico Book Book 4: Chapters 24-26
6. Read De bello Gallico Book Book 4: Chapters 27-30
7. Read De bello Gallico Book Book 4: Chapters 31-34
8. Read De bello Gallico Book Book 4: Chapter 35 and the first sentence of
Chapter 36 (Eodem die legati . . . venerunt.)
9. Review and take Unit Exam on Gallic Wars, Books 1 and 4 and on the
English readings.
Second Nine Weeks
1. Read De bello Gallico Book 5: Chapters 24-29
2. Read De bello Gallico Book 5: Chapters 30-35
3. Read De bello Gallico Book 5: Chapters 36-41
4. Read De bello Gallico Book 5: Chapters 42-48
5. Test on Book 5
6. Read De bello Gallico Book 6: Chapters 13-14
7. Read De bello Gallico Book 6: Chapters 15-16
8. Read De bello Gallico Book 6: Chapters 17-18
9. Read De bello Gallico Book 6: Chapters 19-20
a. begin reading the Aeneid in translation, chapters 1-4
10. Review and take Semester Exam on the Gallic Wars, Books 1, 4, 5, 6
b. Aeneid in translation, books 5-8
Third Nine Weeks
1. Read the remainder of the Aeneid in translation Chapters 9-12 and discuss the Aeneid as a whole to
develop the contextual background for the Latin readings.
a. Discuss important background information on Vergil and the Aeneid
b. Introduce semester project
c. Read Aeneid Book 1: 1-60
2. Read Aeneid Book 1: 61-120
3. Read Aeneid Book 1: 121-181
4. Read Aeneid Book 1: 182-209, 418-440
5. Read Aeneid Book 1: 494-578
6. Test on Aeneid Book 1
a. Discuss background information on Book 2
b. Read Aeneid Book 2: 40-56, 201-249
7. Read Aeneid Book 2: 268-297, 559-589
8. Read Aeneid Book 2: 590-620
9. Review and take Unit Exam on Aeneid Books 1 and 2
Fourth Nine Weeks
1. Discuss background information on Book 4
a. Read Aeneid Book 4: 160-218
2. Read Aeneid Book 4: 259-309
3. Read Aeneid Book 4: 310-361
4. Read Aeneid Book 4: 659-705
5. Test on Aeneid Book 4
a. Discuss background information on Book 6
b. Read Aeneid Book 6: 295-332, 384-404
6. Read Aeneid Book 6: 405-425
7. Read Aeneid Book 6: 450-476, 847-877
8. Read Aeneid Book 6: 878-899
a. Review Aeneid Books 1, 2, 4 ,6
9. Review and take Semester Exam on Aeneid Books 1, 2, 4 ,6
Textbooks and Resources
1. Mueller, Hans-Friedrich. Caesar: Selections from his Commentarii De Bello Gallico. BolchazyCarducci Publishers, 2012.
2. Williams, Rose and Debra L.Nousek. A Caesar Workbook. Bolchazy-Carducci
Publishers, 2012.
3. Pharr, Clyde. Vergil’s Aeneid books 1-6, Bolchazy-Carducci Publishers, 2012.
4. Bradley, Katherine, and Barbara Weiden Boyd. A Vergil Workbook.
Bolchazy-Carducci Publishers, 2nd ed., 2010.
5. Additional readings for sight translation will be provided by the instructor.