LATIN
II
SYLLABUS AND OBJECTIVES
Magister Popeck
The Cambridge Latin Course is the text which has been chose to be used in Augusta
County. The CLC is a reading course as opposed to the traditional grammar-translation
format taught for so many years. Students will be introduced to various aspects of
Roman culture and history in first century A.D. Roman Egypt, recently conquered Britain
and then in the city of Rome itself.
I hope to cover the second half of Unit 2 and most of Unit 3 of the Cambridge Latin
Course in the second year.
Each Stage has numerous readings/translations, a vocabulary section [which I
supplement with my own derivative/word study worksheets], language [grammar] and
culture section. Students will have a minimum of one and possibly four or more
vocabulary quizzes per stage, a grammar quiz on new points presented as well as
previous points, and a minimum of one graded translation per six weeks. At the end of
each stage there is usually a test. There will be one major project in the course either on
Roman Egypt or the Roman military during the course.
Students are expected to read and pronounce classical Latin using the restored
pronunciation. Students will follow school policies and directives regarding critical
reading and writing and speaking guidelines by reading and translating and interpreting
the stories in the text, answering questions on the cultural essays as well as presenting
the results of their own investigations as time allows.
The County grading scale will be used. Homework is counted as one test grade.
Students will be advised prior to test day on which tests. Students who do poorly
[below 80] on vocabulary quizzes may be assigned to make flash cards and turn them in
prior to each stage test. This will be handled on an individual basis after conference
between student and teacher.
SDHS Foreign Language Department policy will be followed regarding latrina/
bathroom passes.
Students are expected to spend an minimum of 20-30 minutes per day on Latin. There
may not be a WRITTEN assignment every night, but with rare exceptions, students
should expect daily homework assignments.
In a 94 minute period, experience has demonstrated that it usually takes 5 school days
to cover an ³average² stage. Length of time spent on each stage varies depending on the
complexity of the grammar points introduced, number of translations in the stage, and
whether additional supplemental material is added or discussed due to seasonal holidays
or cultural topics in the stage (mythology, religion, games and entertainment).
What follows is a summary of the topics and skills each student is expected to master
before taking the test, quest, or quiz on each stage.
STAGE 17
The Genitive case is introduced. Postpositive words are discussed. More verbs with
subjective and complementary infinitives are introduced, and clauses with sªcut are the
primary grammatical topics. The city of Alexandria is the main culture topic.
Translation of the stories, mastery of story line, Vocabulary Check List and word study.
STAGE 18
Neuter nouns and the 4th and 5th declensions are introduced. Noun/adjective
agreement to include gender, additional intransitive verbs with dative case are studied.
Roman Egypt and glass making, translation of the stories, mastery of story line,
Vocabulary Checklist and word study.
STAGE 19
Oblique forms of hic, ille, is; positive and negative imperatives are the main
grammatical points in this stage. Worship of Isis, translation of the stories, mastery of
story line, Vocabulary Checklist and word study are the remaining foci.
STAGE 20
stringing of parallel subordinate clauses, predicate adjectives, descriptive genitives,
ancient medicine and science, translation of the stories, mastery of story line, Vocabulary
Checklist and word study.
STAGE 21
The perfect passive participle is the main thrust, grammar wise in this stage. Uses of
the genitive case other than possession, Aquae Sulis and its baths, translation of the
stories, mastery of story line, Vocabulary Checklist and word study.
STAGE 22
Perfect active participles are introduced, clauses with cui, magic and curses, translation
of the stories, mastery of story line, Vocabulary Checklist and word study.
STAGE 23
Comparison of adverbs, regular and irregular; the declension of idem are the main
grammar points. Roman religion, translation of the stories, mastery of story line,
Vocabulary Checklist and word study round out the main features of this stage.
STAGE 24
Travel and communication is the cultural topic. cum clauses, imperfect and pluperfect
subjunctive-3rd person is the grammar focus. Translation of the stories, mastery of story
line, Vocabulary Checklist and word study.
STAGE 25
Indirect questions are introduced. Clauses with cuius, dative of present participle.
Roman soldiers, translation of the stories, mastery of story line, Vocabulary Checklist
and word study.
STAGE 26
The gerundive of obligation )passive periphrastic( is introduced in this stage. The career
of Agricola as well as further study of the Roman military are treated in the culture
section. Translation of the stories, mastery of story line, Vocabulary Checklist and word
study.
STAGE 27
Indirect commands, result clauses are introduced here. The legionary camp/fortress as
part of the unit of the Roman military is treated here. Translation of the stories, mastery
of story line, Vocabulary Checklist and word study.
STAGE 28
The ablative case, ablative with perfect passive participles, prepositions and their
objects, time expressions, interpreting archaeological and literary evidence and our
knowledge of Roman Britain, translation of the stories, mastery of story line, Vocabulary
Checklist and word study.
STAGE 29
The passive voice present system is introduced in this stage. Purpose clauses with ubi
and qui, are discussed dum + indicative, ablative absolute without a participle, the
Roman Forum, translation of the stories, mastery of story line, Vocabulary Checklist and
word study.