Instructor
Michael Boal
Latin III Syllabus: 2015-2016
Course Objectives:
Primary Objective: Scholars shall be able to confidently and accurately read and understand authentic
classical and post-classical Latin, savouring the language for its own merit, but with a critical view to how
well-constructed language invites personal, social, and political change. [CA World Language Content
Standards. Communication: Functions. 2.5]
In plain words, our first objective is that you will be able to read authentic Latin classics, and as you do, that
you’ll reflect upon how those excellent writings have motivated others and may motivate you.
Secondary Objective: Scholars will analyse the abridged and/or authentic Latin for similarities and
differences in the sentence-level elements (morphology and syntax) with the languages they know. [CA
WLCS. Communication: Functions. 2.2]
In plain words, our second objective is that you’ll discover the commonalities and differences between Latin
and your first language (e.g., English). These insights will help you curate your own writing!
Tertiary Objective: Scholars will produce detailed, thorough, and cohesive research in both written and
presentational formats on a significant historical figure. [CAWLCS . Content. 2.1j]
In plain words, our third objective is that you’ll identify and research a particular historical person. Often,
the examination of a specific person offers a wealth of insight into the fuller contexts of literature, history,
politics, art, technology etc.—in other words, how that one person shaped and was shaped by their culture.
Quarter by Quarter:
(Quarter I) Scholars will read and demonstrate understanding of scaffolded, then original Classical Latin
within Stages 43-47 of the Cambridge Latin course while consolidating their tour of Latin grammar. Of
particular focus will be rhetorical devices, the poetry of Catullus, and the classical myth of Daedalus and
Icarus as told by the poets Ovid and Vergil. Students will compose a personal Latin folder that contains all
Cambridge Latin grammatical forms.
(Quarter II) Scholars will complete the final Stage of the Cambridge Latin series, and then read with
annotations the spectacularly theatric oration of then-consul Marcus Tullius Cicero against a young
Senator, Lucius Sergius Catilina, a.k.a. Catiline, plotting (allegedly) a violent overthrow of Rome. Next, our
class shall read the myth of Orpheus and Eurydice, once again from the capable stylī of Vergil and Ovid.
(Quarter III) Scholars will read and demonstrate understanding of Vergil’s Aeneid, Book 2, the dark but
vivid tale of the Trojan Horse, the death of Priam, and the fiery ruin of ancient Troy.
(Quarter IV) Scholars will read and demonstrate understanding of selections from Julius Caesar’s de bello
Gallico, which offers witness to the dangerous efficiency of the Roman military, the pacification of
thousands of Celtic and Germanic tribesman, and the creation, arguably, of continental Europe.
Grading:
I: Exams
200 pts.
II: Class/Homework
200 pts.
III: Portfolio/Grammar ID’s
180 pts.
IV: Culminating Projects
150 pts.
V: Vocab Quizzes
150 pts.
VI: Participation
120 pts.
1,000 pts. total
I: Exams: [200 pts. (50 pts./times four)] Twice a quarter, once on the Thursday of the 4th week of classes,
and once on the final Thursday of the Quarter, scholars will complete summative assessments.
II: Class/Homework [200 pts.]
III: Latin portfolio (Q1) / Grammar Identification (Q11, QIII, QIV) [180pts.] In Q1, scholars shall make
a portfolio of Latin grammatical forms, with translations. In Quarters II, III, and IV, scholars will complete
instructor-supplied grammar identification worksheets as they complete classical Latin readings.
IV: Culminating Projects [150 pts..]: During the school year, once a quarter, students shall select from one
of the following four types of culminating projects: Research Paper; Art/Technical Project; Oral
Presentation; Pedagogical Presentation. Each quarter scholars must select a different type of project, so that
in the course of the year they will have completed one of each type.
1.
2.
3.
4.
Research Paper: 5-7 page discussion of a famous Roman or of an aspect of Roman culture.
Art/Technical Project: Physical re-creation of a Roman cultural artefact, edifice, or technology.
Oral Presentation: a Power Point guided presentation of an important historical event or person.
Pedagogical Presentation: a 15 min. scholar-led teaching activity on an instructor-approved topic.
V: Vocabulary [150 pts. (15pts/times ten)]: Five times a quarter, scholars shall take a vocabulary quiz
composed of key terms from the Cambridge, and from the authentic Latin texts. These quizzes will be five
minutes in length, with fifteen terms worth one point each.
VI: Participation [120 pts..] Scholars will accrue participation pts. for punctuality, attendance, and for
engagement with classroom activities and discussions.
Guiding Questions:
(1) How have the writings of the Roman masters influenced the political, social, and literary landscape of
subsequent cultures—including and especially the United States of America?
(2) In light of the legacy of classical authors—in richness of thought, in perseverance for country, in service
and provision of others—how can we, as students and citizens and heirs of their labours, re-establish and
carry forward their standards of excellence?
(3) With the rich lessons of history and the benefit of hindsight (such as the horrors of slavery), what
errors, iniquities, and cruelties do the classical Latin writings reveal to us about the Roman’s way of life? In
other words, what was strange or repulsive about the Romans, and how does their recorded language
admonish us?