AP LATIN: VERGIL AND CAESAR COURSE OVERVIEW: !
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Advanced Placement Latin is designed to provide advanced high school
students with a rich and rigorous Latin course, approximately equivalent to an
upper-intermediate (typically fourth or fifth semester) college or university
Latin course. This course is also designed to give students the experiences
needed to be successful on the College Board AP Latin exam. The course’s
goals are to develop the students’ abilities to translate the required passages
from Caesar’s De bello Gallico and Vergil’s Aeneid into English as literally as
possible, to help them understand the context of the written passages (including
the political, historical, literary, and cultural background of each author and
text), and to help them understand the reasons behind the particular style of
writing and the rhetorical devices employed. The course will help students to
be successful in analyzing Latin passages to understand how and why the
author uses the language in a particular way and the effects the author hoped to
produce. Students will learn to analyze the text and draw their own logical
conclusions. This course will enable students to read Latin prose and poetry
aloud and with accurate comprehension. For the Vergil text, students will learn
dactylic hexameter and how it is used to enhance the text and create effect. To
that end, students will scan the poetry at least once a week. [CR1], [CR2],
[CR3], [CR6], [CR7] !
ENGLISH READING REQUIREMENTS: Students will read De Bello Gallico and the Aeneid in English, and demonstrate
knowledge of the major themes, events, characters, and relevant historical
background. Students will also receive handouts and articles that complement
their reading, which are designed to enrich their understanding of the primary
sources. Each test and comprehensive exam will include questions concerning
the texts in English as well as in Latin, and all essays must include analysis
drawn from the readings in English. [CR4], [CR8], [CR9], [CR10]
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REQUIRED PASSAGES:
Required Reading in Latin
CR2: The course provides ongoing
opportunities for students to
translate Latin poetry and prose
from the required list into English
as literally as possible.
CR3: The course provides ongoing
opportunities for students to
demonstrate comprehension of
Latin passages from the required
reading list.
CR6: The course provides ongoing
opportunities for students to
enhance comprehension of Latin
passages by reading aloud.
CR7: The course provides ongoing
opportunities for students to scan
dactylic hexameter in Latin poetry.
CR4: The course provides ongoing
opportunities for students to
demonstrate understanding of the
required English readings as
context for the required Latin
readings.
CR8: The course provides ongoing
opportunities for students to learn
and use specific terminology in
their study of the required Latin
texts.
Book 1: Chapters 1-7
Book 4: Chapters 24-35 and the first sentence of
Chapter 36 (Eodem die legati . . . venerunt.)
Book 5: Chapters 24-48 Book 6: Chapters 13-20
CR9: The course provides ongoing
opportunities for students to relate
the required Latin passages to
Roman historical, cultural, and
literary contexts.
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Caesar, Gallic War—Fall Semester
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Vergil, Aeneid—Spring Semester
Book 1: Lines 1-209, 418-440, 494-578
Book 2: Lines 40-56, 201-249, 268-297, 559-620
Book 4: Lines 160-218, 259-361, 659-705
CR1: The course is structured to
allow students to complete the
entire required reading list
published in the AP® Latin
Curriculum Framework.
CR10: The course provides
opportunities for students to
interpret and analyze the required
Latin passages in essays and other
written responses.
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Book 6: Lines 295-332, 384-425, 450-476, 847-899
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Required Reading in English
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Virgil, Aeneid Books 1, 2, 4, 6, 8, 12
Caesar, Gallic War Books 1,6,7
TEXTBOOKS: Mueller, Hans-Friedrich. Caesar: Selections from his Commentarii De Bello Gallico. Wauconda, IL:
Bolchazy-Carducci, 2012.
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Weiden Boyd, Barbara. Vergil’s Aeneid: Selections from Books 1,2,4,6,10, and 12. 2nd Edition.
Wauconda, IL: Bolchazy-Carducci, 2008
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OPTIONAL RECOMMENDED MATERIALS: Caesar and Vergil AP* Vocabulary Cards, By Dennis De Young, David R. Pellegrino OR any AP Latin set
of vocabulary cards !
SELECTED ARTICLES: Gruen, Erich. The Last Generation of the Roman Republic. Berkeley: University of California Press,
1974. (selections)
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Clauss, James. “Vergil’s Aeneas: The Best of the Romans.” In
Approaches to Teaching Vergil. W. S. Anderson and L. N. Quartarone (edd.) Modern Language
Association, 2002 pp. 87-98.
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SELECTED PASSAGES BY OTHER ROMAN AUTHORS:
(Ovid and Catullus): these passages are selected by instructor as much as
possible to enhance the required reading of the syllabus. For example, while
students are reading Book IV of the Aeneid, the sight passages are taken from
Ariadne’s lament in Catullus’s Epyllion, which Vergil used as a model in
writing Dido’s speeches. We will do this at least once a month. [CR5]
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KEY GOALS AND COURSE OBJECTIVES:
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CR5: The course provides ongoing
opportunities for students to
demonstrate comprehension of
non-syllabus- based Caesar and
Vergil passages and passages from
other authors by reading at sight
Offer poetry and prose readings.
Required readings are included in the AP Latin Reading List. In addition, the curriculum framework
features a list of common terminology, which can help facilitate discussions of Latin grammar,
syntax, and literary style.
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Expose students to characteristic methods of classical philology.
Students pay rigorous attention to linguistic detail, critical interpretation, and analysis.
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Develop students’ ability to read Latin at sight.
The AP Latin Reading List recommends several texts for this purpose.
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Articulate achievement-level descriptions.
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Teachers are enabled to set expectations for student progress and to differentiate instruction, as
students relate Latin texts to Roman historical, cultural, and literary contexts.
Incorporate learning objectives.
Teachers learn what skills students need to succeed on the AP Latin Exam in terms of reading and
comprehension, translation, contextualization, and analysis of texts.
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HISTORICAL AND CULTURAL THEMES AND ESSENTIAL QUESTIONS:
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Theme: Literary Genre and Style
Essential Questions:
—What should we expect from a Latin epic or commentarii in terms of form and content? How do
the authors confirm or challenge our expectations? —What are the purposes and effects of Vergil’s and Caesar’s style? —What points of view do Vergil and Caesar take when describing events? How do they represent
themselves and for what purposes? —What means do the authors use to develop characters in the works? How do the authors portray
female characters? —How do the authors use characterization to develop key themes? !
Theme: Roman Values Essential Questions: —What values and ideals are portrayed as characteristically Roman? —How do these values and ideals differ based on gender, ethnicity, or other criteria? —What strengths and weaknesses of character are exemplified by individuals in the works? —How do the texts confirm characteristic Roman values? What questions do the texts raise about
Roman values? !
Theme: War and Empire Essential Questions: —Why do wars happen? What questions do these works raise about the consequences of war? —What questions do the works raise about diplomacy, negotiation, and peacemaking? —What are the perspectives of Vergil and Caesar concerning Roman imperialism? What are the
perceived purposes, benefits, and costs of empire?
—What are the effects of war on women and noncombatants? —How do the texts portray enemy groups? !
Theme: Leadership Essential Questions: —What different types of leaders (both male and female) and leadership styles do we see in these
works? —How do leaders deal with setbacks and failures? —How does a leader inspire others to follow? !
Theme: Views of Non-Romans Essential Questions: —In what ways do the authors portray the various non-Roman peoples that appear in the works?
What criteria do they use to evaluate these groups? —To what extent do the authors reinforce or challenge stereotypes of these groups? 3
—How do the authors use these portrayals in their works? !
Theme: History and Memory Essential Questions: —How do these works reflect the conflicts of the era in which they were written, both explicitly and
implicitly? —In what ways do the works reflect the impact of an individual on historical events? —Within these works, how does shared experience build and sustain communities? —How do the authors use historical exempla (heroic ancestors, critical events), and for what
purposes? —How do individuals in these works use their understanding of the past to create their present and
future? —How do the authors see the importance of historical events for the Roman people? !
Theme: Human Beings and the Gods
Essential Questions:
—What roles do the gods play and how are they perceived? To what extent do the gods of other
peoples resemble those of the Romans? —How do the authors portray fate? How does fate affect human beings? —How and why do human beings and gods communicate with one another? !
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Primary Objective: The student translates previously prepared Latin texts into English as literally
as possible.
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The student demonstrates knowledge of Latin vocabulary when translating Latin texts into English.
- rendering in English that reflects an appropriate meaning of the Latin words
- rendering in English that reflects the parts of speech of the Latin words
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The student demonstrates knowledge of Latin morphology when translating Latin texts into English.
- rendering in English that reflects the grammatical forms of the Latin words (e.g., gender, case and number of nouns, adjectives, and pronouns; person, number, tense, voice, and mood of verbs; degree of adjectives and adverbs)
The student demonstrates knowledge of Latin grammar and syntax when translating Latin texts into
English.
- rendering in English that reflects the Latin grammatical constructions (e.g., subject-verb agreement, pronouns, and their antecedents, subordinate clauses)
- rendering in English that reflects the relationships between clauses
The student demonstrates an understanding of differences between Latin and English usage when
translating Latin texts into English.
- rendering in English of Latin constructions that demonstrates an understanding of differences between Latin and English usage (e.g., indirect discourse, conditions, impersonal constructions, double
datives)
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EXAM INFORMATION:
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The AP Latin Exam will assess student ability to read, understand, translate, and analyze Latin poetry and
prose. The exam will focus not only on translating the required Latin readings with an accuracy that
reflects precise understanding of the Latin but also on reading and comprehending new passages at sight.
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Additionally, students will be expected to describe and analyze Latin grammar, syntax, and style, and to
connect the texts that they read with the people, practices, and events that shaped the ancient Roman
world.
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Section I, the multiple-choice section, assesses students’ understanding of the required poetry and prose
syllabus readings, as well as their ability to read at sight. Students are asked questions that target a range
of cognitive abilities that focus on reading and comprehending Latin poetry and prose, and relating the
Latin texts to Roman historical, cultural, and literary contexts.
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Section I begins with two tasks that target the required syllabus readings. These two tasks contain
approximately 10 questions each and are based on excerpts from the required syllabus readings for poetry
from Vergil’s Aeneid and for prose from Caesar’s Gallic War. Throughout these
tasks, students answer questions on vocabulary, syntax, grammatical terminology, political, historical, and
cultural contexts, scansion (in poetry), stylistic features, and general comprehension.
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Section I continues with two tasks that target sight reading. These two tasks contain approximately 15
questions each and are based on one poetry selection and one prose selection that are not part of the
required readings. The sight readings are selected following the recommendations for selecting sightreading texts presented in this course and exam description. In these two tasks students again answer
questions on vocabulary, syntax, grammatical terminology, political, historical, and cultural contexts,
scansion (in poetry), stylistic features, and general comprehension.
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In total, the multiple-choice section contains 50 questions, lasts approximately 60 minutes, and accounts
for 50 percent of the overall AP Exam score.
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Section II, the free-response section, assesses students’ ability in reading and comprehending,
translation, contextualization, and analysis of texts. Students are assessed on their ability to translate
syllabus passages as literally as possible, and also answer general comprehension questions
as well as translation, grammar identification, and cultural reference questions. Students are also assessed
on their ability to analyze linguistic and literary features of Latin texts by producing a written comparative
analysis of texts. In this section of the exam, students are given two translations, one essay question, and
two sets of short answer questions to complete in 120 minutes, including a 15-minute reading period.
They may answer the questions in any order, and recommended times are printed in the exam booklet (15
minutes for translations and the short answer sets, 45 minutes for the analytical essay).
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Questions 1 and 2 in this section, the Vergil translation and the Caesar translation, require students to read
syllabus-based passages from Vergil’s Aeneid and Caesar’s Gallic War, respectively, and provide a literal
translation of the Latin text.
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Question 3, the analytical essay, provides students with two excerpts from the required readings. The
excerpts may be two passages from the required Vergil readings or two passages from the required Caesar
readings. If two passages from each of the readings are provided, the passages relate to one another by
character, theme, or event. The excerpts may also be one passage from the required Vergil readings and
one passage from the required Caesar readings, in which case the passages relate to one another by theme
or event. In a well-developed essay, students must provide an analysis of the texts and must refer
specifically to the Latin found in the excerpts throughout to support their arguments.
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Questions 4 and 5, Short Answers: Vergil and Short Answers: Caesar, require students to read syllabusbased passages from Vergil’s Aeneid and Caesar’s Gallic War, respectively, and answer a series of
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questions, including literal translations, scansion (for poetry), grammatical constructions,
contextualization, and connections to the English readings.
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In total, the free-response section contains 5 questions, lasts 120 minutes, and accounts for 50 percent of
the student’s overall AP Exam score.
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Each translation question accounts for 7.5 percent of the total score, the analytical essay accounts for 20
percent of the total score, and the combined score on the short answers accounts for 15 percent of the total
score.
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CLASS PARTICIPATION:
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For this class to be as successful as possible, each student will play an important role in the translation of
the required texts. It is the expectation that all students will participate in class in a variety of ways
including: volunteering to read, answering questions, and reviewing their grammar and translation which
has been previously completed. In-class translation will be a time to review and check the already
completed grammar and translation against each others work. !
CLASS RULES AND BEHAVIOR GUIDELINES:
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Students should have all materials with them and ready to begin work on a daily basis.
No unnecessary talking during the class period. Please be courteous and listen while others are talking.
Allow others to grow without put downs or negative comments.
No eating or drinking in the classroom at any time unless given specific information All students will raise their hands when they wish to speak, ask a question, or otherwise be heard unless
instructed differently. !
MAKE-UP WORK:
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Assignments are due on the date specified. Students with excused absences have one day to complete any
missing in class assignments for each day that they are absent. Extensions are at the teacher’s discretion.
Additionally, projects, papers, or other long term assignments that are given more than a week in advance
are due on the date specified, regardless if whether or not one is in school or not. If you know you are
going to be absent, or if you are sick, it is your responsibility to submit your assignment via dropbox or
email to me or to have a family member/friend submit for you.
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CHEATING/PLAGIARISM:
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Cheating and plagiarism constitute an effort to deceive me and to cheat your peers who are working hard.
As such, I have a zero tolerance policy in regards to cheating and plagiarism, and ANY form of cheating
or plagiarism will result in a zero on said assignment with the possibility of further consequences. Keep
in mind, if I get two papers where plagiarism is apparent, then BOTH students will receive zeroes.
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Plagiarism— “An act or instance of using or closely imitating the language and thoughts of another
author without authorization and the representation of that author's work as one's own, as by not crediting
the original author” — Dictionary.com !
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It will be tempting to merely match an english translation with the Latin. However, grammar is required
for all translations. If you are caught attempting to plagiarize, either other students grammar or english
translation, it will result in a zero. !
GRADING SYSTEM:
Tests (Latin and historical facts)
Quizzes (Vocabulary)
Class work/Homework/Participation
Projects
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40%
20%
30%
10%
The grade for the Semester will consist of the following: 40% First Quarter grade + 40% Second Quarter
grade + 20% Semester Final Exam. Extra credit is available but shall not exceed a total of 3% of the
entire year’s grade and shall not exceed 1.5% of each semester. Extra credit will be earned for approved
museum visits and other academic activities (check with me to get approval first).
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A+ = 97-100%
B+ = 87-89%
C+ = 77-79%
D+ = 67-69%
F = 59 and below
A = 93-96%
B = 83-86%
C = 73-76%
D = 63-66%
A- = 90-92%
B- = 80-82%
C- = 70-72%
D- = 60-62%
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COURSE SCHEDULE:
First Quarter
WEEK 1. Discuss important background information on Caesar and the Gallic Wars; Read De
bello Gallico Book 1: Chapter 1
WEEK 2. Read De bello Gallico Book 1: Chapters 2-3 WEEK 3. Read De bello Gallico Book 1: Chapters 4-5 WEEK 4. Read De bello Gallico Book 1: Chapters 6-7
a.Review Book 1
b.Test Book 1
WEEK 5. Read De bello Gallico Book Book 4: Chapters 24-26
WEEK 6. Read De bello Gallico Book Book 4: Chapters 27-30
WEEK 7. Read De bello Gallico Book Book 4: Chapters 31-34
WEEK 8. Read De bello Gallico Book Book 4: Chapter 35 and the first sentence of Chapter 36
(Eodem die legati . . . venerunt.)
WEEK 9. Review and Comprehensive Test on Gallic Wars, Books 1 and 4 !
Second Quarter
WEEK 1. Read De bello Gallico Book 5: Chapters 24-29 WEEK 2. Read De bello Gallico Book 5: Chapters 30-35 WEEK 3. Read De bello Gallico Book 5: Chapters 36-41 WEEK 4. Read De bello Gallico Book 5: Chapters 42-48 WEEK 5. Test on Book 5
WEEK 6. Read De bello Gallico Book 6: Chapters 13-14 WEEK 7. Read De bello Gallico Book 6: Chapters 15-16 WEEK 8. Read De bello Gallico Book 6: Chapters 17-18 WEEK 9. Read De bello Gallico Book 6: Chapters 19-20
Review and take Semester Exam on the Gallic Wars, Books 1, 4, 5, 6 7
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Third Quarter
WEEK 1. Introductory Materials for the Aeneid, Vergil, and the historical context; Read: Aeneid
Book 1: 1-60
WEEK 2. Read Aeneid Book 1: 61-120
WEEK 3. Read Aeneid Book 1: 121-181
WEEK 4. Read Aeneid Book 1: 182-209, 418-440 WEEK 5. Read Aeneid Book 1: 494-578
WEEK 6. Test on Aeneid Book 1
a. Discuss background information on Book 2
b. Read Aeneid Book 2: 40-56, 201-249
WEEK 7. Read Aeneid Book 2: 268-297, 559-589
WEEK 8. Read Aeneid Book 2: 590-620
WEEK 9. Review and take Unit Exam on Aeneid Books 1 and 2 (exam includes material read in
English [Aeneid Books 1-6] and covers content, characters, and themes, especially as they
illuminate and enrich understanding of the material read in Latin)
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Fourth Quarter
WEEK 1. Discuss background information on Book 4 a. Read Aeneid Book 4: 160-218
WEEK 2. Read Aeneid Book 4: 259-309 WEEK 3. Read Aeneid Book 4: 310-361 WEEK 4. Read Aeneid Book 4: 659-705 WEEK 5. Test on Aeneid Book 4
a. Discuss background information on Book 6
b. Read Aeneid Book 6: 295-332, 384-404
WEEK 6. Read Aeneid Book 6: 405-425
WEEK 7. Read Aeneid Book 6: 450-476, 847-877
WEEK 8. Read Aeneid Book 6: 878-899
-- Review and Test: Aeneid Books 1, 2, 4 ,6 (LATIN), and Books 1-12 (ENGLISH) WEEK 9. Review and take Semester Exam on Gallic Wars Books 1, 4, 5, 6 and
Aeneid Books 1, 2, 4 ,6
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AP LATIN
2014-2015
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Student Name: ________________________________________Period __________
!PLEASE SIGN BELOW THAT YOU HAVE READ AND UNDERSTAND THE SYLLABUS.
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Student Signature:___________________________________________
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Parent Signature:___________________________________________
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Parent e-mail:______________________________________________
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Activities:______________________________________________________________________
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Goals for this class:_____________________________________________________________
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Life Aspirations:________________________________________________________________
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!Questions?
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