Cambridge Latin Course Units 1-4
correlated to the
North Carolina Goals and Standards: Latin
The Cambridge Latin Course is a four-book, three-year introductory Latin Course in which reading Latin with comprehension and
enjoyment is the organizing principal and steady focus of all activities and explanations. All the elements of the Course – Student
Book, Omnibus Workbook, Teacher’s Manual, Stage Tests, and Audio Program – are carefully crafted so that students may
experience first hand the important affirmations of the Standards for Classical Language Learning:
“Reading is the first standard and the key to communicating
with the ancient world.”
Standards, p. 4
Unit 1 Fourth Edition Student Book
Unit 2 Fourth Edition Student Book
Unit 3 Third Edition Student Book
Unit 4 Third Edition Student Book
0521 78228-7
0521 78229-5
0521 34382-8
0521 34380-1
Cambridge University Press
40 West 20th Street
New York, NY 10011-4211
1.800.872.7423
www.cup.org
1
Cambridge Latin Course Unit 1 Fourth Edition Student Book
0521 78228-7
Note: Unit 1 (Latin 1A) is used as the first half of Latin I
Goals and
Standards
Goal 1
Communication:
Understand
Written Latin
Standard 1.1
Students read,
understand, and
interpret Latin.
Beginning
Objectives
with Cambridge Latin Course citations
1.1.1 Read and understand words, phrases, and simple sentences in context.
Student Book:
Each of the twelve Stages of Unit 1 opens with line drawings that reflect a specific authentic cultural context that is also part of the
ongoing (four-Unit) story line. Students read the Latin sentence that accompanies each drawing and, without resorting to translation, begin
to understand the lives of the Romans through their own language:
• Roman daily life, routine, and attitudes: Stage 1, pp. 3-7; Stage 2, pp. 20-23; Stage 7 pp. 104-105
• Life in town and civic duties: Stage 3, pp. 36-40; Stage 4, pp. 52-56; Stage 9, pp. 142-144; Stage 11, pp. 182-183
• Entertainment and public spectacles: Stage 5, pp. 70-73; Stage 8, pp.122-124
• Slavery and freedom: Stage 6, pp. 88-89
• Roman education and skills: Stage 10, pp.162-165
• Significant historical events: Stage 12, pp. 202-204
Teacher’s Manual The Teacher’s Manual provides a wide variety of suggestions in assisting students with reading comprehension, pp.
9-17, 22-27, 31-34, 36-38, 43-45, 49-51, 53-56, 58-60, 64-66, 69-70, 75-76, 79-81, 86-88, 91
Omnibus Workbook pp. 8, 13, 17, 22, 24, 26, 36, 41, 50, 58, 61, 67, 77, 92
1.1.2 Demonstrate reading comprehension of simple Latin passages.
Student Book Each Stage next connects these contextualized, image-based sentences into meaningful passages that provide students with
extended Latin reading they can understand:
• Roman daily life, routine, and attitudes: Stage 1, p. 7; Stage 2, pp. 24-25; Stage 7 pp. 106, 108-110,113-114
• Life in town and civic duties: Stage 3, pp. 36-40 ; Stage 4, pp. 57-58; Stage 9, pp. 145-147, 149-150,152; Stage 11, pp. 184-185, 188190
• Entertainment and public spectacles: Stage 5, pp. 74, 77; Stage 8, pp. 125-129, 131
• Slavery and freedom: Stage 6, pp. 90-92
• Roman education and skills: Stage 10, pp. 166-169, 172
2
• Significant historical events: Stage 12, pp. 206-210
Students demonstrate their comprehension of the reading passage through contextualized activities in Latin and/or focused questions in
English:
• Roman daily life, routine, and attitudes: Stage 1, p. 9; Stage 2, pp. 27-28; Stage 7 p. 112
• Life in town and civic duties: Stage 3, pp. 39, 42; Stage 4, pp. 60-61; Stage 9, pp. 147, 151; Stage 11, pp. 192-193
• Entertainment and public spectacles: Stage 5, pp. 79-80; Stage 8, pp. 129, 133
• Slavery and freedom: Stage 6, pp. 95-96
• Roman education and skills: Stage 10, pp. 173, 174
• Significant historical events: Stage 12, pp. 207, 214-215
Teacher’s Manual Additional opportunities for students to demonstrate comprehension come through questions asked by the teacher in
English or Latin and other approaches, pp. 25-26, 31-32, 37-38, 43-44, 49, 53-54, 58-61, 64-65, 69-70, 75-76, 79-81, 86-88 and
diagnostic tests pp. 92-93
Omnibus Workbook pp. 8,12-13,17, 22, 24, 26, 27, 36, 40-41, 50, 53, 58, 61, 63, 67,
77, 88, 92
1.1.3 Demonstrate a knowledge of vocabulary, basic inflectional systems, and syntax appropriate to reading level.
Student Book
Students learn to recognize the elements and structure of the Latin language in About the Language sections pp. 8, 26, 41, 59, 75-76, 78,
93-94, 107, 111, 130, 132, 148-149, 170-171, 186-187, 191, 212-213, 226-242.
Students demonstrate their knowledge of vocabulary and structure in the Practicing the Language sections pp. 9, 27-28, 42, 60-61, 79-80,
95-96, 112, 133, 151, 174, 192, 214-215.
Students have additional practice with vocabulary by working with derivatives in the Word Study sections pp.17, 33, 49, 67, 85, 101, 119,
139, 159, 179, 199, 221, and by studying high-frequency vocabulary in the Vocabulary Checklist pp. 18, 34, 50, 68, 86, 102, 120, 140,
160, 180, 200, 222, 241-251.
Teacher’s Manual Teachers are provided with suggestions for guiding students to demonstrate knowledge of Latin vocabulary and
structure, pp. 26-27, 32-33, 38-39, 45, 49-50, 54-55, 59-60, 65-66, 70-71, 76, 80-82, 88
Omnibus Workbook pp. 6, 11, 29, 43, 54, 61, 72
1.1.4 Draw conclusions and make inferences from selections read.
Student Book Students are asked to draw conclusions and make inferences from their reading pp. 39, 96, 129, 147, 173, 207
Teacher’s Manual Additional opportunities for students to draw conclusions and make inferences come through questions asked by the
teacher in English or Latin and other approaches, pp. 25-26, 31-32, 37-38, 43-44, 49, 53-54, 58-61, 64-65, 69-70, 75-76, 79-81, 86-88.
3
Goal 1
Communication:
Understand
Written Latin
Standard 1.2:
Students use
orally, listen to,
and write Latin
as part of the
process for
understanding
written Latin.
Beginning
Omnibus Workbook pp. 16, 25, 31, 96
1.2.1 Recognize and reproduce the sounds of Latin.
Student Book
Students are exposed to the sounds of Latin as the teacher reads the model sentences and passages aloud and/or uses the audio cassette /
CD. Students should read aloud words, sentences, and passages, especially those with an authentic and stimulating “voice,” overt
dialogue, and/or actions e.g. pp. 24, 25, 36, 38, 40, 57, 58, 77, 92, 106, 108, 114, 131, 146, 149-150, 152, 162-165, 166, 168, 172, 182183, 184, 185, 188-190, 202-204, 206, 208, 209, 210.
Teacher’s Manual Notes on students recognizing and reproducing the sounds of Latin: general comments pp. 10-16, 19-20; examples of
Stage commentary pp. 25, 44, 49, 54, 59, 75, 91, 94
Omnibus Workbook Students are provided motivating opportunities to use oral Latin in role plays, pp. 8, 17, 24, 36, 50, 58, 64, 67, 75,
77, 92
1.2.2 Respond orally, in writing, and through demonstration to simple questions, statements, commands, and other stimuli.
Student Book
Students may respond orally, in writing, and/or by demonstrations as they:
• complete the contextualized sentences found in the Practicing the Language sections pp. 9, 27-28, 42, 60-61, 79-80, 95-96, 112, 133,
151, 174, 192, 214-215;
• participate in dialogues and/or parallel statements such as those on pp. 24, 57, 58, 77,108, 114,149-150, 152, 162-165,172, 182-183,
184, 185, 188-190, 202-204, 206, 208, 209, 210
Teacher’s Manual Students may answer questions asked by the teacher as provided or suggested, pp. 25-26, 31-32, 37-38, 43-44, 49, 5354, 58-61, 64-65, 69-70, 75-76, 79-81, 86-88.
Omnibus Workbook pp. 8, 17, 24, 36, 50, 58, 64, 67, 72, 77, 87, 92
1.2.3 Write simple phrases and sentences in Latin.
Student Book
Students may
• write the model sentence captions for the model illustrations pp. 2-6, 20-23, 52-56, 70-73, 88-89, 104-105, 122-124, 142-144, 162165, 182-183, 202-204;
• write sentences that demonstrate control of vocabulary and syntax pp. 9, 27, 42, 60, 79, 95-96, 112, 133, 151, 174, 192, 214-215; and
• respond to selected questions by writing the phrases and/or sentences from the reading passages pp. 39, 96, 129, 147, 173, 207.
Teacher’s Manual A variety of activities and suggestions on writing in Latin, pp. 12-16, 29, 34, 40, 56, 67, 72, 77
4
Omnibus Workbook pp. 12, 34, 40, 70
1.2.4 Draw conclusions and make inferences orally or in writing.
Student Book
Students draw conclusions and make inferences from their reading orally or in writing through responding to questions asked pp. 39, 96,
129, 147, 173, 207
Teacher’s Manual Additional opportunities for students to draw conclusions and make inferences come through questions asked by the
teacher in English or Latin and other approaches, pp. 25-26, 31-32, 37-38, 43-44, 49, 53-54, 58-61, 64-65, 69-70, 75-76, 79-81, 86-88.
GOAL 2:
CULTURE:
Gain knowledge
and
understanding of
Greco-Roman
culture
Standard 2.1:
Students
demonstrate an
understanding of
the relationship
among the
practices, people,
and perspectives
of Greco-Roman
culture.
Beginning
Omnibus Workbook Students make inferences through categorizing pp. 12, 13, 16, 20, 21, 27, 39, 43, 66, 80
2.1.1 Identify major historical and political figures and forms of Roman government and comprehend their significance in Roman
history.
The setting of the story line of Unit 1 is Pompeii in the year AD 79.
Student Book
An intimate view of the nature of Roman civil life, politics, and government at that time may be found in Stages 4 and 11: 52-58, 6266,182-190, 194-198.
Figures important in Pompeii are identified, and they also serve as examples of the kinds of political power important in the daily lives of
the peoples of the Roman Empire, pp. 29, 100, 102, 181, 195, 196.
Major political figures and historical periods are noted, pp. 99, 138, 196, 256-259.
Teacher’s Manual pp. 41-42, 45, 55, 78-80, 82-83
Omnibus Workbook pp. 30, 31, 42
2.1.2 Identify basic features of Roman daily life and comprehend their significance.
Student Book
Each Stage (a) opens with line drawings that depict the Romans engaging in culturally authentic activities, then includes these practices in
the ongoing story line in Latin, and (b) ends with a discussion section in English that provides more detailed reflections on the
perspectives underlying these practices. See:
Home life and daily routine in Stages 1 and 2: (a) 3-7, 20-25 (b) 13-15, 34-36
Economic life and slavery in Stages 3 and 6: (a) 36-40, 88-92 (b) 43-47, 97-100
Education and life skills in Stage 10: (a) 162-172 (b) 175-178
Dealing with death in Stage 7: (a) 108-114 (b) 115-118
Theater and performance arts in Stage 5: (a) 70-77 (b) 81-84
Public gladiatorial contests in Stage 8: (a) 122-131 (b) 134-138
Socializing in the public baths in Stage 9: (a) 142-152 (b) 154-158
In addition, students are invited to reflect on Roman practices by comparing them with those of the Greeks (pp. 162-169) and other
5
Mediterranean cultures of the classical period (pp. 12, 45, 97, 99).
Teacher’s Manual pp. 22, 27-28, 30-31, 33-34, 35-36, 39, 47-48, 50, 52-53, 55, 57-58, 61-62, 63-64, 66-67, 68-69, 71, 73-74, 77
Omnibus Workbook pp. 8, 15, 16, 17, 18, 49, 51, 60, 65, 77
2.1.3 Identify the physical and geographical features of Rome, her empire, and their role in history and culture.
Student Book
In this Unit the geography of the Roman Empire, for the purposes of focusing developing Latin reading skill in a consistent context, is
focused on the region and city of Pompeii, pp. 10, 43-47, 216-220.
Teacher’s Manual pp. 23, 39, 88
GOAL 2:
CULTURE:
Gain knowledge
and
understanding of
Greco-Roman
culture
Omnibus Workbook pp. 25, 30, 31, 88, 89, 94-96
2.2.1 Recognize major architectural features, engineering products, and art forms of the Greeks and Romans, as representations
of their cultural perspectives.
Student Book
Each Stage begins with line drawings that depict Romans surrounded by authentic products and settings. Then throughout the Stage a
variety of Roman products are shown through photos, drawings, and diagrams, each with an accompanying caption that connects the
product with the Roman perspective that led to its creation. See:
• Products of the theater and literature: pp. 69, 74, 76, 81, 82, 83, 84, 85, 86 (Stage 5)
• Performance arts 70-77, 81-84; painting 9, 16, 24, 25, 32, 35, 37, 43, 50, 63, 69, 76, 80, 95, 102, 106, 132, 161, 180, 194, 201, 205,
217; mosaics 7, 14, 16, 32-33, 83-85, 95, 99, 103, 107, 109, 110, 129, 133, 140, 152, 160, 169, 177, 223
• Architecture: diagrams pp. 13-15, 157, 158; photos pp. 29, 43, 47, 57, 61, 64, 66, 81, 82, 109, 126, 147, 156, 159, 213, 217
• Products used in gladiatorial contests: pp.126, 133, 134, 135, 136, 137, 138, 140 (Stage 8)
Standard 2.2:
Students
demonstrate an
understanding of
the relationship
among the
products and
perspectives of
Greco-Roman
culture.
Teacher’s Manual pp. 24, 30-31, 35-36, 41-42, 47-48, 50, 53, 57-58, 63, 69, 73-74, 79, 84-86
Beginning
Student Book
Plots, themes, and authors in literature: pp. 82-84, 116, 138, 155, 169, 177
Omnibus Workbook pp. 23, 30, 35
2.2.2 Identify major writers and their works, as reflections of their historical settings.
Teacher’s Manual pp. 50, 69, 88
Omnibus Workbook pp. 37, 51
6
2.2.3 Identify food, clothing, and artifacts to form generalizations and make inferences about daily life and customs.
Student Book
Each Stage begins with line drawings that depict Romans surrounded by authentic products and settings. Then throughout the Stage a
variety of Roman products are shown through photos, drawings, and diagrams, each with an accompanying caption that connects the
product with the Roman perspective that led to its creation. See:
• Products of home and daily life: pp.7, 8, 9, 11, 13, 14, 15, 16, 17, 18, 19, 28, 29, 30, 31, 32, 33, 34, 207, 209, 217 (Stages 1, 2, and
12)
• Products of town life and commerce: pp. 39, 43, 44, 45, 46, 47, 48, 50, 51, 57, 61, 62, 63, 64, 65, 66, 67, 68, 90, 94, 97, 99 (Stages 3,
4, and 6)
• Products of political life: pp.193, 194, 196, 197, 198, 200 (Stage 11)
• Products reflecting perspectives on death: pp. 103, 107, 115, 116, 117, 118, 119 (Stage 7)
• Products of religious observance: pp. 50, 207, 209, 213
• Products used in education and employment: pp.167, 175, 176, 177, 178, 180 (Stage 10)
• Public baths: pp.141, 145, 147, 150, 152, 153, 155, 156, 157, 158, 159, 160 (Stage 9)
Teacher’s Manual pp. 70-72
Omnibus Workbook pp. 15, 16, 18, 48, 49, 51, 65, 68, 76
2.2.4 Identify the principal Greek and Roman deities and mythological heroes and stories associated with them, as reflections of
Roman values.
Student Book
Such figures are connected to the products and perspectives of the theme of the Stage in which the reference occurs, pp. 50, 64-65, 80,
118, 120, 173
Teacher’s Manual pp. 36, 74
GOAL 3:
CONNECTION/
COMPARISONS
Relate Latin and
the GrecoRoman world
both to their own
language(s) and
Omnibus Workbook p. 61
3.1.1 Recognize common Latin and Greek roots and prefixes / suffixes and identify their role in the development of English
vocabulary.
Student Book
Each Stage provides a Word Study section in which Latin roots, prefixes, and suffixes are connected to English vocabulary, pp. 17, 33, 49,
67, 85, 101, 119, 139, 159, 179, 199, 221
Teacher’s Manual The Word Study section of each commentary provides additional support, pp. 16, 20, 29, 34, 40, 45, 51, 56, 62, 67,
72, 77, 83, 89-90, 95-114
7
culture(s) and
also to other
disciplines.
Standard 3.1:
Students
reinforce and
further their
understanding of
their own
language(s) and
other disciplines
and expand their
knowledge
through the
study of Latin
and ancient
civilizations.
Beginning
GOAL 3:
CONNECTION/
COMPARISONS
Relate Latin and
the GrecoRoman world
both to their own
language(s) and
culture(s) and
also to other
disciplines.
Standard 3.2:
Students acquire
information and
Omnibus Workbook pp. 6, 11, 20, 32, 34, 38, 43, 46, 61, 72
3.1.2 Recognize the importance of Latin and Greek in the specialized vocabulary of other disciplines.
Student Book
Each Stage of Unit 1 includes sentences and reading passages connected to realistic contexts and containing references to a variety of
disciplines, e.g. law and politics (Stages 4 and 11), performance arts (Stage 5), education (Stage 10), sociology (Stages 3 and 6). The
Word Study of each Stage then helps students focus on derivatives related to the contextualized reading that they have done, connecting
those derivatives to the context(s) and discipline(s) of their reading, pp. 6, 11, 20, 32, 34, 38, 43, 46, 61, 72
Teacher’s Manual Expansions of the student text vocabulary checklists, pp. 16-17, 40, 45, 51, 56, 62, 67, 83
Omnibus Workbook pp. 20, 28, 38
3.1.3 Recognize and comprehend the use of specific allusions to mythology and history in literature and other disciplines.
Student Book
Mythological references, pp. 50, 64-65, 80,118, 120, 173
Historical personages, events, and themes, pp. 43-47, 99,138, 181, 195-196, 202-210, 216-220, 256-259
Teacher’s Manual pp. 36, 41-42, 62, 78-79, 85-86
Omnibus Workbook pp. 48, 61
3.2.1 Recognize that specific Latin vocabulary and structures are a reflection of the uniqueness of the language.
Student Book
Students are provided with careful and incremental instruction in the vocabulary and structure of Latin in each Stage in:
About the Language pp. 8, 26, 41, 59, 75-76, 78, 93-94, 107, 111, 130, 132, 148-149, 170-171, 186-187, 191, 212-213, 226-242
Practicing the Language pp. 9, 27-28, 42, 60-61, 79-80, 95-96, 112, 133, 151, 174, 192, 214-215
Latin is specifically compared to English, pp. 8, 26, 93, 107, 111, 186, 191
Teacher’s Manual Expanded commentaries on About the Language and Practicing the Language pp. 13-15, 26-27, 32-33, 38-39, 45,
49-50, 54-55, 59-60, 65-66, 70-71, 81, 88
Omnibus Workbook pp. 12, 34, 38, 41, 45, 54, 55, 56, 70, 80, 81, 89
3.2.2 Gain awareness of the ways in which the ancients thought and acted.
Student Book
Students gain awareness of the thoughts and typical activities of the Romans as they (a) read contextualized Latin in the opening pages of
8
recognize the
distinctive
viewpoints that
are available only
through the
study of Latin
and GrecoRoman
civilization.
Beginning
each Stage, entering into the world of the Romans as they do so, and then (b) reflect further on what they have experienced by reading the
cultural section written in English. In addition students may (c) observe authentic products that reflect the perspectives of their Roman
creators. In Unit 1 students will focus on Roman perspectives and actions in the following areas:
Home life and daily routine in Stages 1, 2, and 12: (a) 3-7, 20-25, 202-210 (b) 13-15, 34-36, 216-220 (c) 7, 8, 9, 11, 13, 14, 15, 16, 17, 18,
19, 28, 29, 30, 31, 32, 33, 34, 207, 209, 217
Town economic and political life in Stages 3, 4, 6 and 11: (a) 36-40, 52-58, 88-92, 182-190 (b) 43-47, 62-66, 97-100, 194-198 (c) 39,
43, 44, 45, 46, 47, 48, 50, 51, 57, 61, 62, 63, 64, 65, 66, 67, 68, 90, 94, 97, 99,193, 194, 196, 197, 198, 200
Education and life skills in Stage 10: (a) 162-172 (b) 175-178 (c) 167, 175, 176, 177, 178, 180
Death in Stage 7: (a) 108-114 (b) 115-118 (c) 103, 107, 115, 116, 117, 118, 119
Theater and performance arts in Stage 5: (a) 70-77 (b) 81-84 (c) 69, 74, 76, 81, 82, 83, 84, 85, 86
Public gladiatorial contests in Stage 8: (a) 122-131 (b) 134-138 (c) 126, 133, 134, 135, 136, 137, 138, 140
Socializing in the public baths in Stage 9: (a) 142-152 (b) 154-158 (c) 141, 145, 147, 150, 152, 153, 155, 156, 157, 158, 159, 160
Religious observances: 50, 207, 209, 213
Teacher’s Manual Notes for Stage illustrations and cultural readings pp. 22-24, 27-29, 30-31, 33-34, 35-36, 39-40, 41-42, 45, 47-48, 50,
52-53, 55, 57-58, 61-62, 63-64, 66-67, 68-69, 71, 73-74
Omnibus Workbook pp. 6, 9, 30, 42, 46, 49, 51, 60, 66, 68, 72, 77-78, 85-86
3.2.3 Gain awareness of the influence of Latin and Greco-Roman culture on the development of Western values.
Student Book
Approaches to family life in Stages 1 and 2, pp. 3-7, 13-15, 20-25, 34-36
Approaches to economic life and slavery in Stages 3 and 6, pp. 36-40, 43-47, 88-92, 97-100
Importance of education and life skills in Stage 10, pp.162-172,175-178
Dealing with death in Stage 7, pp. 108-114,115-118
The importance of civic participation and the rule of law in Stages 4 and 11, pp. 52-58, 62-66,182-190, 194-198
Teacher’s Manual Suggestions for discussions that demonstrate awareness, pp. 34, 39-40, 45-46, 51, 55-56, 62, 65, 67, 72, 77, 82-83
Omnibus Workbook pp. 35, 37, 42, 48, 60, 65, 78, 85
GOAL 3:
CONNECTION/
COMPARISONS
Relate Latin and
the GrecoRoman world
3.3.1 Identify similarities and differences in the elements of English and Latin.
Student Book
Students are presented with the elements of Latin to learn about, practice, and compare in each Stage of the Unit, and in a summary
section at the end of the Unit. See
About the Language pp. 8, 26, 41, 59, 75-76, 78, 93-94, 107, 111, 130, 132, 148-149, 170-171, 186-187, 191, 212-213, 226-242;
Practicing the Language pp. 9, 27-28, 42, 60-61, 79-80, 95-96, 112, 133, 151, 174, 192, 214-215;
9
both to their own
language(s) and
culture(s) and
also to other
disciplines.
Word Study pp.17, 33, 49, 67, 85, 101, 119, 139, 159, 179, 199, 221; and
Latin specifically compared to English pp. 8, 26, 93, 107, 111, 186, 191
Teacher’s Manual pp.13-15, 16-17, 26-27, 29, 32-33, 34, 38-39, 40, 45, 49, 51, 54-55, 56, 59-61, 62, 65-67, 70, 72, 77, 80-81, 88-89, 91
Omnibus Workbook pp. 6, 7, 11, 20, 28, 59, 79
Standard 3.3:
Students
compare and
contrast their
own language(s)
and culture(s)
with those of the
Greco-Roman
world.
Beginning
3.3.2 Identify similarities and differences in ancient and contemporary cultures.
Student Book
Each of the twelve Stages of Unit 1 is organized around a specific aspect of the culture of the Greco-Roman world. Each contains
opportunities for students to enter, through their reading, the ancient world. Plus, each Stage provides information, illustrations, and
reflections designed both to teach students about classical culture and to provide opportunities for them to identify similarities and
differences in ancient and contemporary cultures with regard to:
Daily life at home and in the community, Stages 1 and 2, pp. 1-34
Education, Stage 10, pp. 161-180
Economic life, Stages 3, 4, and 6, pp. 35-68, 87-102
Entertainment and recreation, Stages 5, 8, and 9, pp. 69-88, 121-160
Politics, Stage 11, pp. 181-200
Beliefs about death, Stage 7, pp. 103-120
Events that have an impact on societies, Stage 12, pp. 201-222
In addition, specific comparisons and contrasts with contemporary culture are found on pp. 10, 12, 13, 15, 63, 65, 97, 115, 154, 176
Teacher’s Manual Background information and suggestions on leading discussions, pp. 27-28, 33-34, 39, 45-46, 50-51, 55, 61-62, 6667, 71, 77, 82-83, 88-89
Omnibus Workbook pp. 6, 10, 37, 51, 60, 68, 78, 85-86
3.3.3 Gain awareness of the historical continuity of the Latin language and ancient civilization.
Student Book
Unit 1 invites students to enter into and experience ancient civilization in contexts with which students can relate in their own lives, giving
them thereby a clear sense of the how language, culture, and experiences fit together, both in the ancient world and in their own.
Each Stage’s cultural context, experienced by the students through their reading and reflected on afterwards in the cultural readings in
English, also provides the basis for the focus on the Latin language in About the Language and Word Study.
See: daily life pp. 3-7, 13-15, 20-25, 34-36, 202-210, 216-220; living in community pp. 36-40, 43-47, 52-58, 62-66, 88-92, 97-100, 182190, 194-198; gaining knowledge and skills pp.162-172, 175-178; understanding death pp.108-114, 115-118; public recreation pp. 70-77,
81-84, 122-131, 134-138,142-152, 154-158; religious observances pp. 50, 207, 209, 213; About the Language pp. 8, 26, 41, 59, 75-76, 78,
93-94, 107, 111, 130, 132, 148-149, 170-171, 186-187, 191, 212-213, 226-242; Word Study pp. 17, 33, 49, 67, 85, 101, 119, 139, 159,
10
179, 199, 221
Teacher’s Manual pp. 29, 34, 40, 51, 72
GOAL 4:
COMMUNITIES
Participate in
wider
communities of
languages and
cultures.
Standard 4.1:
Students use
their knowledge
of Latin and
ancient
civilizations both
within and
beyond the
school setting.
Omnibus Workbook pp. 7, 28, 54, 74-75
4.1.1 Share, exchange, and present information about own language experience with others in the school, community, and beyond.
Student Book
Students are provided with rich experiences and information through their participation in ancient society through their reading of Latin in
authentic contexts, through the information presented in the cultural readings in English that reinforce and extend those experiences, and
through a context-based study of the Latin language. Through this coordinated experience, students are well-prepared to share their
learning about the ancients, their lives and language, with others.
See:
Daily life of Romans, pp. 1-34, 35-68, 87-102; Roman recreation, pp. 69-88, 121-160; Roman education, pp. 161-180; Roman attitudes
toward human existence pp. 103-120; Roman political experiences, pp. 181-200; events that had an impact on Roman society (Pompeii
AD 79) pp. 201-222; reflections on how Roman life compares with contemporary culture, pp. 10, 12, 13, 15, 63, 65, 97, 115, 154, and
176; how the Latin language compares to English, pp. 8, 26, 93, 107, 111, 186, 191; how the Latin language works, pp. 8, 26, 41, 59, 7576, 78, 93-94, 107, 111, 130, 132, 148-149, 170-171, 186-187, 191, 212-213, 226-242; how Latin influenced English, pp. 17, 33, 49, 67,
85, 101, 119, 139, 159, 179, 199, 221
Teacher’s Manual Students have opportunities to share information about their language experience through the extension activities
found in the teacher's manual, pp. 29, 34, 40, 51, 83, 90
Omnibus Workbook pp.6, 8,17, 24, 50, 58, 92
Beginning
4.1.2 Investigate the influence of Latin on various professional fields.
Student Book
Students are aided in this investigation through the Stages that have contexts related to professional fields, specifically: politics and
government, pp. 51-68, 181-200; business, pp. 35-50; performance arts, pp. 69-86; education, pp. 161-180.
Teacher’s Manual pp. 39, 45, 50, 77
Omnibus Workbook pp. 54-55, 78, 85-86
4.1.3 Recognize Greco-Roman influence in own or neighboring communities.
Student Book
Students may especially note this influence in the areas of: architecture: see diagrams pp. 13-15, 157, 158 and photos pp. 29, 43, 47, 57,
61, 64, 66, 81, 82, 109, 126, 147, 156, 159, 213, 217; performance arts: pp. 70-77, 81-84; home life and daily routine: 3-7, 13-15, 20-25,
34-36; fine arts: painting pp. 9, 16, 24, 25, 32, 35, 37, 43, 50, 63, 69, 76, 80, 95, 102, 106, 132, 161, 180, 194, 201, 205, 217 and mosaics
11
pp. 7, 14, 16, 32-33, 83-85, 95, 99, 103, 107, 109, 110, 129, 133, 140, 152, 160, 169, 177, 223
Teacher’s Manual Stage commentaries and prompts for discussion, pp. 29, 39, 45, 51, 67, 77, 83
GOAL 4:
COMMUNITIES
Participate in
wider
communities of
languages and
cultures.
Standard 4.2:
Students show
evidence of
becoming lifelong learners by
applying their
knowledge of
Latin and of
ancient
civilizations.
Beginning
Omnibus Workbook pp. 7, 10, 54
4.2.1 Use knowledge of Latin and of ancient civilizations in leisure activities for personal enrichment.
Student Book
Students are aided in the accomplishment of this objective through:
• skills that can be used for reading in Latin for pleasure, pp. 3-7, 20-25, 36-40, 52-58, 70-77, 88-92,108-114,122-131,142-152,162172,182-190, 202-210
• knowledge of ancient civilization through cultural reading, pp. 10-16, 28-32, 43-48, 62-66, 81-84, 97-100, 115-118, 134-138, 153158, 175-178, 194-198, 216-220
• knowledge of and ability to use Latin pp. 8, 26, 41, 59, 75-76, 78, 93-94, 107, 111, 130, 132, 148-149, 170-171, 186-187, 191, 212213, 226-242
• perceiving Latin’s influence on English, pp. 17, 33, 49, 67, 85, 101, 119, 139, 159, 179, 199, 221
Teacher’s Manual pp. 34, 40, 46, 51, 56, 62, 67, 72, 77, 83, 90
Omnibus Workbook Varieties of word games, pp. 5, 16, 26, 38, 48, 52, 74-75, 81, 91
4.2.2 Explore topics of interest related to the Greco-Roman world for personal enrichment.
Student Book
In addition to the exploration that students do on their own in the accomplishment of this objective, they will find inspiration in the themes
and contexts found in Unit and in the topics that they find in the Index, pp. 252-254.
Topics for Unit 1 include:
architecture: see diagrams pp. 13-15, 157, 158 and photos pp. 29, 43, 47, 57, 61, 64, 66, 81, 82, 109, 126, 147, 156, 159, 213, 217;
fine arts: painting pp. 9, 16, 24, 25, 32, 35, 37, 43, 50, 63, 69, 76, 80, 95, 102, 106, 132, 161, 180, 194, 201, 205, 217 and mosaics pp. 7,
14, 16, 32-33, 83-85, 95, 99, 103, 107, 109, 110, 129, 133, 140, 152, 160, 169, 177, 223;
performance arts, pp. 70-77, 81-84
daily life of the Romans, pp.. 3-7, 9, 20-23, 24-25, 27-28, 104-105, 106, 108-110, 112, 113-114;
town life & civic duties, pp. 36-40, 39, 42, 52-56, 57-58, 60-61, 142-144, 145-147, 149-150, 151, 182-183, 184-185, 188-190, 192-193;
recreation, pp. 70-73, 74, 77, 79-80, 122-124, 125-129, 131, 133;
education, pp. 88-89, 162-165, 166-169, 172, 173, 174
Teacher’s Manual Activities help students explore, pp. 5, 16, 26, 38, 48, 52, 74-75, 81, 91
Omnibus Workbook Along with rich experiences connected to the text topics, activities take students beyond the text contents and
suggest enrichment opportunities, pp. 28, 34, 74-75
12
Cambridge Latin Course Unit 2 Fourth Edition Student Book
0521 78229-5
Note: Unit 2 (Latin 1B) is used as the second half of Level I
Goals and
Standards
GOAL 1:
Communication:
Understand
written Latin
Standard 1.1:
Students read,
understand, and
interpret Latin.
Beginning
Objectives
with Cambridge Latin Course citations
1.1.1 Read and understand words, phrases, and simple sentences in context.
Student Book
The Stages of Unit 2 open with line drawings that reflect specific authentic cultural contexts. Students read the Latin sentence that
accompanies the drawings and, without resorting to translation, begin to understand the lives of the Romans through their own language.
• Roman daily life, routine, economics, and attitudes both in Roman provinces and Rome itself: Stage 13, pp. 2-4; Stage 14, pp. 28-29;
Stage 17 pp. 92-93
• Politics and government: Stage 15, pp. 52-53; Stage 16, pp. 72-73
• Beliefs and religion: Stage 15, pp. 52-53; Stage 17, p. 93; Stage 19, p. 139
• Medicine, science, and craftsmanship: Stage 20, p.162
Teacher’s Manual Teachers are provided with a variety of strategies and approaches under the Model Sentences and Reading Selection
of Stage Commentary, pp.11-13,21-24,28-31,37-39,45-47,54-56,61-65,69-72
Omnibus Workbook pp. 4, 5, 6, 8, 13, 14, 15, 16-17, 18, 19, 20, 24, 27, 28, 31, 34, 35, 36, 37, 38, 42, 43, 46, 49, 50, 51, 54-55, 56, 59,
61, 63, 65, 66, 67, 68, 69, 76, 77, 80
1.1.2 Demonstrate reading comprehension of simple Latin passages.
Student Book
The Stages connect these contextualized, image-based sentences into meaningful passages that provide students with extended Latin
reading they can understand.
• Roman daily life, routine, economics, and attitudes both in Roman provinces and Rome itself: Stage 13, pp. 5-14; Stage 14, pp. 3042; Stage 17 pp. 94-101
• Politics and government: Stage 15, pp. 54-62; Stage 16, pp. 74-77
• Beliefs and religion: Stage 15, pp. 56-57; Stage 17, pp. 98-99; Stage 19, pp. 141-142, 148-150
13
• Medicine, science, craftsmanship: Stage 18, pp. 114-124; Stage 20, pp. 163-172
Students then identify the interconnectedness between the language they read and the culture of the Romans through contextualized
activities in Latin and/or focused questions in English.
• Roman daily life, routine, economics, and attitudes both in Roman provinces and Rome itself: Stage 13, pp. 10, 15-16; Stage 14, p.
37, 39, 43; Stage 17 pp. 96,102-103
• Politics and government: Stage 15, p. 57, 63; Stage 16, pp. 77, 81-82
• Beliefs and religion: Stage 15, p. 57, 63; Stage 17, pp. 96, 102-103; Stage 19, pp. 143,152-153
• Medicine, science, craftsmanship: Stage 18, pp. 121,125-126; Stage 20, pp. 169, 173,174-175
Teacher’s Manual Stage commentaries provide leading questions, discussion prompts and diagnostic tests, pp.11-12,14,22-25,2832,37-39,45-47,54-57,61-65, 69-72; Appendix A Diagnostic Tests pp.76-78
Omnibus Workbook pp. 18, 24, 42, 50, 54, 65, 66, 74
1.1.3 Demonstrate a knowledge of vocabulary, basic inflectional systems, and syntax appropriate to reading level.
Student Book
Students learn to recognize the elements and structure of the Latin language in About the Language sections pp. 11-12, 14, 34-35, 38, 4041, 58, 59, 78, 80, 97, 118, 122, 144, 147, 151, 166-167, 170, 185-213.
Students demonstrate their knowledge of vocabulary and structure in the Practicing the Language sections pp. 15-16, 43, 63, 81-82, 102103, 125-126, 152-153,174-175.
Students have additional practice with vocabulary by working with derivatives in the Word Study sections pp. 25, 49, 69, 89, 111, 135,
159, 181, and by studying high-frequency vocabulary in the Vocabulary Checklist pp. 26, 50, 70, 90, 112, 136, 160, 182, 215-234.
Teacher’s Manual Varied strategies and approaches for teaching vocabulary, inflectional systems and syntax are found in About the
Language, Practicing the Language andWord Study of each stage commentary, pp.13-14,18,22-24,26,30-31,33,38-39,41-42,46-47,49,5557,62-63, 64, 66, 70-71, 72-73
Omnibus Workbook pp. 4, 5, 6, 7, 13-17, 19-20, 28, 34-37, 44, 46, 49, 51, 56, 59, 61,
63, 67-69, 76-77, 80
1.1.4 Draw conclusions and make inferences from selections read.
Student Book
Students are asked to draw conclusions and make inferences from their reading pp. 7-10, 36-37, 39, 54-57, 74-77, 94-96, 120-121, 140143, 167-169, 171-173.
Teacher’s Manual pp.12,14,17,22,24-25,37-39,56,62-64,70-71,72
14
GOAL 1:
Communication:
Understand
written Latin
Standard 1.2:
Students use
orally, listen to,
and write Latin as
part of the process
for understanding
written Latin.
Beginning
Omnibus Workbook pp. 10-12,18, 21, 23, 54
1.2.1 Recognize and reproduce the sounds of Latin.
Student Book
Students are exposed to the sounds of Latin as the teacher reads the model sentences and passages aloud and/or uses the audio cassette /
CD. Students should read aloud words, sentences, and passages, especially those with an authentic and stimulating “voice,” overt
dialogue, and/or actions e.g. Student book pp. 5, 8-9, 13-14, 28-29, 30, 32-33, 36-37, 39, 41-42, 54-55, 74-76, 79, 94-95, 98, 116-117,
123-124, 141-142, 145-146, 149-150, 163-165, 175.
Teacher’s Manual Various approaches and strategies for teaching aural/oral skills can be found in the teacher's manual, pp.13-14,2223,28-29,37-39,41-42,45-46,56,61-63,70-72
Omnibus Workbook Students have opportunities to read aloud simple plays, passages and to respond to Latin text being read aloud, pp.
5, 7, 13, 20, 34, 38, 54, 66, 71
1.2.2 Respond orally, in writing, and through demonstration to simple questions, statements, commands, and other stimuli.
Student Book
Students may respond orally, in writing, and/or by demonstrations as they:
• complete the contextualized sentences found in the Practicing the Language sections pp. 15-16, 43, 63, 81-82, 102-103, 125-126,
152-153,174-175
• participate in dialogues with such elements, such as those on pp. 5, 8-9, 13-14, 28-29, 32-33, 36-37, 39, 41-42, 54-55, 145-146
Teacher’s Manual Suitable phrases for lead questions and other suggestions for providing students opportunities to respond in Latin,
pp.13, 29, 37,39, 55, 61,63,65
Omnibus Workbook pp. 7,13, 20, 34, 41, 52, 64
1.2.3 Write simple phrases and sentences in Latin.
Student Book
Students may
• write the model sentence captions for the model illustrations pp. 2-4, 28-29, 52-53, 72-73, 92-93, 139, 162
• write sentences that demonstrate control of vocabulary and syntax pp. 15-16, 43, 63, 81, 102-103, 125-126, 152-153,174; and
• respond to selected questions by writing the phrases and/or sentences from the reading passages pp. 10, 37, 39, 57, 77, 96, 121, 143,
169, 173
Teacher’s Manual pp. 14,24,30,42,57,65,72,75
Omnibus Workbook pp. 36, 52,72-73,76
15
1.2.4 Draw conclusions and make inferences orally or in writing.
Student Book
Students draw conclusions and make inferences from their reading orally or in writing through responding to questions asked pp. 10, 37,
39, 57, 77, 96, 121, 143, 169, 173
Teacher’s Manual. pp. 13,23-24,29,30-31,33,38-39,42,46,49,55-56,62,65
Omnibus Workbook Activities build skills in drawing inferences, pp. 4-5, 20, 56, 77
GOAL 2:
CULTURE: Gain
knowledge and
understanding of
Greco-Roman
culture
Standard 2.1:
Students
demonstrate an
understanding of
the relationship
among the
practices, people,
and perspectives
of Greco-Roman
culture.
Beginning
2.1.1 Identify major historical and political figures and forms of Roman government and comprehend their significance in
Roman history.
The setting of the story line of Unit 2 is Roman Britain and Alexandria in the years AD 80-82.
Student Book
An view of the nature of Roman empire politics and government at that time is the focus of Stages 15 and 16, pp. 51-90.
Events include
• the conquest of Britain by the Romans: conquest pp. 2-14, 17-24; establishing a Roman lifestyle pp. 30-42, 44-48; the resistance and
rule of Boudica, Cartimandua, and Cogidubnus pp. 52-62, 64-68, 72-79, 83-88; and
• the establishment of Alexandria and its conquest by Rome pp. 92-93, 98-101, 105-110, 133
Major historical and political figures in Roman Britain, Alexandria, and other parts of the Roman empire and the ancient world, pp. 17,
18, 19, 20, 23, 24, 51, 64, 65, 66, 67, 68, 77, 83, 84, 86,105, 106, 108, 109, 133
Major political figures and historical periods are noted, pp. 240-243
Teacher’s Manual pp. 15-17,32-33,40-41,47-49,73
Omnibus Workbook pp. 10-11
2.1.2 Identify basic features of Roman daily life and comprehend their significance.
Student Book
Students may identify basic features of Roman daily life as they (a) read contextualized Latin in the opening pages of each Stage and (b)
reflect further on what they have experienced by reading the cultural section written in English. In addition students may (c) observe
authentic products that play a role in daily life. See:
• Roman daily life, routine, economics, and attitudes both in Roman provinces and Rome itself in Stages 13, 14, and 17: (a) pp. 2-4, 514, 28-29, 30-42, 92-93, 94-101; (b) 17-21, 44-45, 47-48,104-110, 131-133, 172-173; (c) 5, 6, 10, 19, 20, 21, 27, 31, 33, 41, 44-48,
65, 77, 83-88, 107, 108, 109, 123, 127-130, 132, 133,140, 169,172
• Politics and government in Stages 15 and 16: (a) pp. 52-53, 54-62, 72-73, 74-77; (b) 64-68, 83-88; (c) 19, 37, 68, 70, 133
• Beliefs and religion in Stages 15, 17, and 19: (a) pp. 52-53, 56-57, 93, 98-99,139, 141-142, 148-150; (b) 67, 133-134, 154-158; (c)
16
67, 99, 103, 119, 133, 134, 141, 149-150, 153, 154-158
Medicine, science, and craftsmanship in Stages 18 and 20, pp. 114-124, 162, 163- 172; (b) 127-130,176-180; (c) 115, 118, 119, 123,
127, 128, 130, 131, 164, 176
Students will find notations specifically on the diversity within the Roman world in Latin on pp. 13-14, 54-57, 60-62, 74-77, 96, 98-101,
120-121, 123-124, 134, 145-146, 148-150, and in English on pp. 18-21, 64-67, 105-109, 132-134, 158, 176-179.
Students are asked specific questions that helps them to analyze the significance of these features after having experienced them through
their Latin reading, pp. 7-10, 36-37, 39, 54-57, 74-77, 94-96, 120-121, 140-143, 167-169, 171-173
•
Teacher’s Manual pp. 9-12,14-17,19-21,22-23,25-26,27-29,35-37,38,40-41,44, 47-48,51-53,57,59-61,65-66,68-69,73
Omnibus Workbook pp. 21, 52
2.1.3 Identify the physical and geographical features of Rome, her empire, and their role in history and culture.
Student Book
In this Unit the geography of the Roman Empire, for the purposes of focusing developing Latin reading skill in a consistent context, is
focused on Roman Britain and Alexandria, pp. 17-19, 22, 104-107, 131-133
Teacher’s Manual pp. 15-18,44,57
GOAL 2:
CULTURE: Gain
knowledge and
understanding of
Greco-Roman
culture
Standard 2.2:
Students
demonstrate an
understanding of
the relationship
among the
products and
perspectives of
Greco-Roman
culture.
Omnibus Workbook pp. 9, 12, 31, 45, 55
2.2.1 Recognize major architectural features, engineering products, and art forms of the Greeks and Romans, as representations
of their cultural perspectives.
Student Book
Each Stage begins with line drawings that depict Romans surrounded by authentic products and settings. Then throughout the Stage a
variety of Roman products are shown through photos, drawings, and diagrams, each with an accompanying caption that connects the
product with the Roman perspective that led to its creation. See:
• Architecture, pp. 20, 21, 44-45, 65, 66, 68, 83-86, 104-105, 106
• Engineering pp. 21, 47,107, 179-180
• Arts: specific focus pp. 115, 119, 127-131, 154-158; photos of representative arts pp. 10, 18, 31, 41, 48,49, 67, 76, 77, 85, 86, 90, 96,
99, 103, 111, 133, 134, 140, 146, 151, 164
Teacher’s Manual pp. 10-11,19-21,27-28,35-36,43-45,51-54,59-60
Omnibus Workbook pp. 12, 41, 45, 55, 67
2.2.2 Identify major writers and their works, as reflections of their historical settings.
Student Book Plots, themes, and authors in literature: pp. 17, 20, 24,103, 108, 115, 119, 154-155, 156,157
17
Beginning
Teacher’s Manual pp. 15,17,73
Omnibus Workbook pp. 18, 54
2.2.3 Identify food, clothing, and artifacts to form generalizations and make inferences about daily life and customs.
Student Book
The Stages begin with line drawings that depict Romans surrounded by authentic products and settings. Then throughout the Stage a
variety of Roman products are shown through photos, drawings, and diagrams, each with an accompanying caption that connects the
product with the Roman perspective that led to its creation. See:
• Roman daily life, routine, economics, and attitudes both in Roman provinces and Rome itself in Stages 13, 14, and 17: context
models pp. 2-4, 5-14, 28-29, 30-42, 92-93, 94-101; products pp. 5, 6, 10, 19, 20, 21, 27, 31, 33, 41, 44-48, 65, 77, 83-88, 107, 108,
109, 123, 127-130, 132, 133,140, 169,172
• Politics and government in Stages 15 and 16: context models pp. 52-53, 54-62, 72-73, 74-77; products pp. 19, 37, 68, 70, 133
• Beliefs and religion in Stages 15, 17, and 19: context models pp. 52-53, 56-57, 93, 98-99,139, 141-142, 148-150; products pp. 67,
99, 103, 119, 133, 134, 141, 149-150, 153, 154-158
• Medicine, science, and craftsmanship in Stages 18 and 20: context models pp. 114-124, 162, 163- 172; products pp. 115, 118, 119,
123, 127, 128, 130, 131, 164, 176
Teacher’s Manual pp. 9-11,19-21,27-28,35-37,43-45,51-54,59-60,68-69
Omnibus Workbook pp. 7-8, 14, 16-17, 38, 67
2.2.4 Identify the principal Greek and Roman deities and mythological heroes and stories associated with them, as reflections of
Roman values.
Student Book
Such figures are connected to the products and perspectives of the theme of the Stage in which the reference occurs, pp. 66, 67, 111, 119,
133, 137, 141, 151, 153, 154-158
Teacher’s Manual pp.32-33,65-66
Omnibus Workbook pp. 18, 22, 27, 60, 66, 70
GOAL 3:
CONNECTIONS /
COMPARISONS:
Relate Latin and
3.1.1 Recognize common Latin and Greek roots and prefixes / suffixes and identify their role in the development of English
vocabulary.
Student Book
Each Stage provides a Word Study section in which Latin roots, prefixes, and suffixes are connected to English vocabulary, pp. 25, 49,
18
the Greco-Roman
world both to
their own
language(s) and
culture(s) and also
to other
disciplines.
Standard 3.1:
Students reinforce
and further their
understanding of
their own
language(s) and
other disciplines
and expand their
knowledge
through the study
of Latin and
ancient
civilizations.
69, 89, 111, 135, 159, 181
Teacher’s Manual pp. 18,26,33,41-42,49,57
Omnibus Workbook pp. 5, 7, 20, 27, 35, 44, 51, 69, 77
3.1.2 Recognize the importance of Latin and Greek in the specialized vocabulary of other disciplines.
Student Book
Each Stage of Unit 2 includes sentences and reading passages connected to realistic contexts and containing references to a variety of
disciplines, e.g. government and politics (Stages 15 and 16), medicine and science (Stages 18 and 20). The Word Study of each Stage
then helps students focus on derivatives related to the contextualized reading that they have done, connecting those derivatives to the
context(s) and discipline(s) of their reading, pp. 25, 49, 69, 89, 111, 135, 159, 181
Teacher’s Manual pp. 33,42,73,75,79-99
Omnibus Workbook pp. 25, 44, 51, 78, 80
3.1.3 Recognize and comprehend the use of specific allusions to mythology and history in literature and other disciplines.
Student Book
Mythological references, pp. 66, 67, 111, 119, 133, 137, 141, 151, 153, 154-158
Historical persons, events, and themes, pp. 7, 18, 19, 20, 23, 24, 51, 64, 65, 66, 67, 68, 77, 83, 84, 86,105, 106, 108, 109, 133, 240-243
Teacher’s Manual pp. 10-11,33,39-40,47-48,65
Beginning
GOAL 3:
CONNECTIONS /
COMPARISONS:
Relate Latin and
the Greco-Roman
world both to
their own
language(s) and
culture(s) and also
to other
disciplines.
Omnibus Workbook pp. 62
3.2.1 Recognize that specific Latin vocabulary and structures are a reflection of the uniqueness of the language.
Student Book
Students are provided with careful and incremental instruction in the vocabulary and structure of Latin in each Stage in:
About the Language pp. 11-12, 14, 34-35, 38, 40-41, 58, 59, 78, 80, 97, 118, 122, 144, 147, 151, 166-167, 170, 185-213
Practicing the Language pp. 15-16, 43, 63, 81-82, 102-103, 125-126, 152-153,174-175
Teacher’s Manual pp.11-14,18,21-24,25-26,28-33,37-39,41-42,45-47,49,
55-57,61-66,69-72
Omnibus Workbook pp. 27, 37, 41, 51, 56, 62, 77
3.2.2 Gain awareness of the ways in which the ancients thought and acted.
Student Book
19
Standard 3.2:
Students acquire
information and
recognize the
distinctive
viewpoints that
are available only
through the study
of Latin and
Greco-Roman
civilization.
Beginning
Students gain awareness of the thoughts and typical activities of the Romans as they read contextualized Latin in the opening pages of
each Stage, entering into the world of the Romans as they do so, and then reflect further on what they have experienced by reading the
cultural section written in English.
• Daily life, routine, economics, and attitudes both in Roman provinces and Rome itself, pp. 2-4, 5-14, 17-21, 28-29, 30-42, 44-45, 4748, 92-93, 94-101,104-110, 131-133, 172-173;
• Civic life and politics, pp. 52-53, 54-62, 64-68, 72-73, 74-77, 83-88;
• Beliefs and religion, pp. 52-53, 56-57, 67, 93, 98-99, 133-134, 139, 141-142, 148-150, 154-158;
• Beliefs and uses of science and medicine, pp.108, 162-172, 176-180
• Funeral games pp. 60-62
• Cult of the emperor pp. 93, 98-99
Teacher’s Manual pp. 7,15-18,25-26,32-34, 40-41,47-49, 50, 57,65-66,73, 74
Omnibus Workbook pp. 21, 23, 54
3.2.3 Gain awareness of the influence of Latin and Greco-Roman culture on the development of Western values.
Student Book
Roman approach to economics, pp. 5, 6, 19, 22, 46-48, 77, 132, 133, 169
Roman politics and government, pp. 18-20, 37, 64-65, 105
Approached to science and medicine: pp.108, 162-172, 176-180
Religious practices and values: pp. 21, 56-57, 67, 98-99, 119, 133, 148-150, 153, 154-158
Social sciences pp. 5, 21, 48, 96, 108-109, 132-133
Teacher’s Manual pp. 25-26,40-41,47-49,57,65-66,73
GOAL 3:
CONNECTIONS /
COMPARISONS:
Relate Latin and
the Greco-Roman
world both to
their own
language(s) and
culture(s) and also
to other
disciplines.
Omnibus Workbook pp. 12, 62, 72-73, 78-79
3.3.1 Identify similarities and differences in the elements of English and Latin.
Student Book
Students are presented with the elements of Latin to learn about, practice, and compare in each Stage of the Unit, and in a summary
section at the end of the Unit. See
About the Language pp. 11-12, 14, 34-35, 38, 40-41, 58, 59, 78, 80, 97, 118, 122, 144, 147, 151, 166-167, 170, 185-213;
Practicing the Language pp. 15-16, 43, 63, 81-82, 102-103, 125-126, 152-153,174-175;
Word Study pp 25, 49, 69, 89, 111, 135, 159, 181
Teacher’s Manual pp. 13,18,22-24,26,30-31,33,38-39,41,46-47,49,55-57, 62-63, 65, 70-71
Omnibus Workbook pp. 9, 28, 35, 37, 43
20
Standard 3.3:
Students compare
and contrast their
own language(s)
and culture(s)
with those of the
Greco-Roman
world.
Beginning
3.3.2 Identify similarities and differences in ancient and contemporary cultures.
Student Book
Students will find notations on the diversity within the Roman world in Latin on pp. 13-14, 54-57, 60-62, 74-77, 96, 98-101, 120-121,
123-124, 134, 145-146, 148-150, and in English on pp. 18-21, 64-67, 105-109, 132-134, 158, 176-179.
Students experience, through their reading, the ancient world and are able to compare those experiences with those of their own
culture(s). Plus, each Stage provides information, illustrations, and reflections designed both to teach students about classical cultures
and to provide opportunities for them to identify similarities and differences in ancient and contemporary cultures. See:
• Daily life, routine, economics, and attitudes, pp. 2-4, 5-14, 17-21, 28-29, 30-42, 44-45, 47-48, 92-93, 94-101,104-110, 131-133, 172173;
• Civic life, pp. 52-53, 54-62, 64-68, 72-73, 74-77, 83-88;
• Religion, pp. 52-53, 56-57, 67, 93, 98-99, 133-134, 139, 141-142, 148-150, 154-158;
• Approaches to science and medicine, pp.108, 162-172, 176-180
In addition, specific comparisons and contrasts with contemporary culture are found on pp. 106, 127, 129
Teacher’s Manual The Suggestions for Further Activities provide students with a variety of projects that can be used to compare to
contemporary cultures, pp.26,42,50,58,74
Omnibus Workbook pp. 21, 23, 62
3.3.3 Gain awareness of the historical continuity of the Latin language and ancient civilization.
Student Book
Unit 2 invites students to enter into and experience ancient civilization in contexts with which students can relate in their own lives,
giving them thereby a clear sense of the how language, culture, and experiences fit together, both in the ancient world and in their own.
Each Stage’s cultural context, experienced by the students through their reading and reflected on afterwards in the cultural readings in
English, also provides the basis for the focus on the Latin language in About the Language and Word Study.
See: daily life, routine, economics, and attitudes, pp. 2-4, 5-14, 17-21, 28-29, 30-42, 44-45, 47-48, 92-93, 94-101,104-110, 131-133, 172173; civic life, pp. 52-53, 54-62, 64-68, 72-73, 74-77, 83-88; religion, pp. 52-53, 56-57, 67, 93, 98-99, 133-134, 139, 141-142, 148-150,
154-158; science and medicine, pp.108, 162-172, 176-180; About the Language pp. 11-12, 14, 34-35, 38, 40-41, 58, 59, 78, 80, 97, 118,
122, 144, 147, 151, 166-167, 170, 185-213; Word Study pp.25, 49, 69, 89, 111, 135, 159, 181
Teacher’s Manual Varied suggestions and activities promote student awareness of historical continuity of the Latin language and
ancient civilization, pp.22,28,29,32,39,42,50,58,63,74
Omnibus Workbook pp. 18, 27, 69
21
GOAL 4:
COMMUNITIES:
Participate in
wider
communities of
languages and
cultures.
Standard 4.1:
Students use their
knowledge of
Latin and ancient
civilizations both
within and beyond
the school setting.
4.1.1 Share, exchange, and present information about own language experience with others in the school, community, and
beyond.
Student Book
Students are provided with rich experiences and information through their participation in ancient society through their reading of Latin
in authentic contexts, through the information presented in the cultural readings in English that reinforce and extend those experiences,
and through a context-based study of the Latin language. Through this coordinated experience, students are well-prepared to share their
learning about the ancients, their lives and language, with others.
See:
Roman life pp. 2-4, 5-14, 17-21, 28-29, 30-42, 44-45, 47-48, 92-93, 94-101,104-110, 131-133, 172-173; Roman government, pp. 52-53,
54-62, 64-68, 72-73, 74-77, 83-88; ancient religions, pp. 52-53, 56-57, 67, 93, 98-99, 133-134, 139, 141-142, 148-150, 154-158; ancient
science and medicine, pp.108, 162-172, 176-180; reflections on how roman life compares with contemporary culture, pp. 106, 127, 129;
how the Latin language works, pp. 11-12, 14, 34-35, 38, 40-41, 58, 59, 78, 80, 97, 118, 122, 144, 147, 151, 166-167, 170, 185-213; how
Latin influenced English, pp. 25, 49, 69, 89, 111, 135, 159, 181
Teacher’s Manual Extension projects provide students with opportunities for sharing information with others, pp.18, 26, 33-34, 50, 58,
67, 74
Beginning
Omnibus Workbook Short Latin stories and role plays can be shared with others outside of class, pp. 18, 20, 54, 65-66, 74
4.1.2 Investigate the influence of Latin on various professional fields.
Student Book
Students are aided in this investigation through the Stages that have contexts related to professional fields, specifically:
Economics: pp. 5, 6, 19, 22, 46-48, 77, 132, 133, 169
Political sciences: pp. 18-20, 37, 64-65, 105
History: pp. 2-14, 17-24, 52-62, 64-68, 72-79, 83-88, 92-93, 98-101, 105-110, 133
Science and medicine: pp.108, 162-172, 176-180
Math: 108
Religion: pp. 21, 56-57, 67, 98-99, 119, 133, 148-150, 153, 154-158
Arts: pp. 115, 119, 127-131, 154-158
Social sciences pp. 5, 21, 48, 96, 108-109, 132-133
Architecture: pp. 20, 21, 44-45, 65, 66, 68, 83-86, 104-105, 106-107
Teacher’s Manual pp. 25-26,47-49,57,73
Omnibus Workbook pp. 52, 53, 57, 78-79
22
4.1.3 Recognize Greco-Roman influence in own or neighboring communities.
Student Book
Students may especially note this influence in the areas of: architecture, pp. 20, 21, 44-45, 65, 66, 68, 83-86, 104-105, 106-107;
craftsmanship, pp. 115, 127-131; political sciences: pp. 18-20, 37, 64-65, 105; science and medicine: pp.108, 162-172, 176-180; arts: pp.
115, 119, 154-158
Teacher’s Manual pp. 19,36,45,51-52,58,68,73-74
GOAL 4:
COMMUNITIES:
Participate in
wider
communities of
languages and
cultures.
Standard 4.2:
Students show
evidence of
becoming life-long
learners by
applying their
knowledge of
Latin and of
ancient
civilizations.
Beginning
Omnibus Workbook Students are provided with a framework to help in this recognition, pp. 39, 53, 62
4.2.1 Use knowledge of Latin and of ancient civilizations in leisure activities for personal enrichment.
Student Book
Students are aided in the accomplishment of this objective through:
• skills that can be used for reading in Latin for pleasure, pp. 2-14, 28-42, 52-62, 72-79, 92-101, 114-124, 138-150, 162-173
• knowledge of ancient civilization through cultural reading, pp. 6, 17-24, 44-48, 64-68, 83-88, 104-110, 115-119, 127-134, 154-158,
176-180
• knowledge of and ability to use Latin: knowledge of the language pp. 11-12, 14, 34-35, 38, 40-41, 58, 59, 78, 80, 97, 118, 122, 144,
147, 151, 166-167, 170, 185-213; ability to understand and form, pp.15-16, 43, 63, 81-82, 102-103, 125-126, 152-153,174-175
• perceiving Latin’s influence on English, pp. 25, 49, 69, 89, 111, 135, 159, 181
Teacher’s Manual Suggestions for Further Activities pp. 18,26,33-34,42,50,58,67,74
Omnibus Workbook pp. 26, 32, 60
4.2.2 Explore topics of interest related to the Greco-Roman world for personal enrichment.
Student Book
In addition to the exploration that students do on their own in the accomplishment of this objective, they will find inspiration in the
themes and contexts found in Unit and in the topics that they find in the Index, pp. 235-236
Topics for Unit 2 include:
Geography, pp. 17-19, 22, 104-107, 131-133
Economics, pp. 5, 6, 19, 22, 46-48, 77, 132, 133, 169
Political sciences, pp. 18-20, 37, 64-65, 105
History, pp. 2-14, 17-24, 52-62, 64-68, 72-79, 83-88, 92-93, 98-101, 105-110, 133
Science and medicine, pp.108, 162-172, 176-180
Math, p. 108
Religion, pp. 21, 56-57, 67, 98-99, 119, 133, 148-150, 153, 154-158
Arts, pp. 115, 119, 127-131, 154-158
23
Social sciences, pp. 5, 21, 48, 96, 108-109, 132-133
World literature, pp. 103, 115, 119, 154-155, 157
Architecture, pp. 20, 21, 44-45, 65, 66, 68, 83-86, 104-105, 106-107
Teacher’s Manual Suggestions for Further Activities pp. 18,26,33-34,42,50,58,67,74
Omnibus Workbook pp. 18, 27, 39, 45, 54
24
Cambridge Latin Course Unit 3 Third Edition Student Book
0521 34382-8
Note: Unit 3 is used as the text for Level II
Goals and
Standards
GOAL 1:
Communication:
Understand
written Latin
Standard 1.1:
Students read,
understand, and
interpret Latin.
Intermediate
Objectives
with Cambridge Latin Course citations
1.1.5 Demonstrate reading comprehension of a variety of Latin passages.
Student Book
The fourteen Stages of Unit 3 provide students with a continuation of the four-Unit on-going story line, in this text set in Roman Britain
and the city of Rome in AD 81-83. Students enter into this story line and context through a variety of reading passages, with activities
provided to check comprehension.
The Stages of Unit 3 usually open with line drawings that reflect specific authentic cultural contexts. Students read the Latin sentence that
accompanies the drawings and, without resorting to translation, begin to understand the lives of the Romans through their own language.
• Roman Britain: life in Bath pp. 2-4, 24-25; Roman military presence pp. 70-71, 106, 124-126
• Rome: the city and its key sites pp. 150-152, 172, 188-189; a melting pot of beliefs, interests, and social divisions pp. 206-207, 226227
The Stages connect contextualized, image-based sentences into passages that provide students with extended Latin reading that
incorporates a wide variety of authentic cultural contexts.
• Roman Britain: life in Bath pp. 5-10, 12-13, 26-28, 29-33, 40-43, 44-45, 46, 55-57, 58-60; Roman military and political presence pp.
72-74, 76-78, 90-93, 94-95, 96-97, 107-108, 110-112, 127-131, 132-133
• Rome: the city and its key sites pp. 153-159, 160-162, 173-175, 177-179, 190-194; a melting pot of beliefs, interests, and social
divisions pp. 208-211, 213-215, 227-233, 244-249, 251
Students then demonstrate their comprehension of what they have read through contextualized activities in Latin and/or focused questions
in English.
• Roman Britain: life in Bath pp. 8-9, 10-11, 14, 28, 34-35, 43-44, 46-47, 57-58, 61, 62-64; Roman military and political presence pp.
74-75, 78, 79-80, 93, 95, 98-99, 108, 109-110, 113, 114-115,116, 129, 131-132, 134, 135, 136-137
• Rome: the city and its key sites pp. 159-160, 163, 164-165, 175,176, 179, 180-181, 193, 195-196, 197, 198; a melting pot of beliefs,
interests and social divisions pp. 211-212, 215, 216-217, 218, 231-232, 233-234, 235-236, 237, 247, 250, 252, 253-254
Teacher’s Manual pp.11-12, 22-24, 34, 40-42, 44, 49, 50, 59, 61, 64, 69, 72, 87, 88, 89-90, 91, 93, 97, 100, 107, 108-109, 112, 115, 125,
128, 133-134, 137, 139, 145, 148-150, 169, 171, 174, 176, 179
Workbook pp. 14-19, 26-27, 28-29, 32-35, 38-39, 42-44, 48-49, 63-64, 71-72
25
1.1.6 Recognize typical content and stylistic features of selected genres and authors.
Student Book
Authors in Unit 3 include Catullus (p. 50), Cicero (p. 255), Horace (p. 66), Juvenal (pp. 185, 200), Martial (p. 203), Petronius (p. 256),
Pliny the Elder (p. 17), Pliny the Younger (pp. 202, 238, 256, 258), and Tacitus (pp. 51, 101, 139-140). Because general inductive
training in reading and comprehending Latin is the focus of the Cambridge Latin Course, (with realistic contexts exploring daily life), and
because Unit 3 is most commonly used as a second-year Latin text, the content and styles of these and additional authors’ works are found
more in Unit 4.
Teacher’s Manual pp. 122,132-133, 142-144,153-154
Workbook pp. 26, 28, 63
1.1.7 Demonstrate a knowledge of vocabulary, inflectional systems, and syntax appropriate to the reading level.
Student Book
Students learn to recognize the elements and structure of the Latin language in About the Language sections pp. 10-11, 14, 28, 34, 43-44,
57-58, 61, 74-75, 78, 93, 95, 109-110, 113, 116, 131-132, 134, 136-137, 159-160, 163, 176, 179, 195-196, 198, 211-212, 215, 218, 233234, 236-237, 250, 252, 261-297
Students demonstrate their knowledge of vocabulary and structure in the Practicing the Language sections pp. 14-16, 34-35, 46-47, 62-64,
79-80, 98-99, 114-115, 134-135, 164-165, 180-181, 197, 216-217, 235-236, 253-254
Students have additional practice with vocabulary by working with derivatives in the Word Search sections pp. 22, 38, 53, 67, 87, 103,
122, 147, 170, 186, 204, 223, 242, 259, and by studying high-frequency vocabulary in the Words and Phrases Checklist pp, 22, 38, 53, 67,
87, 103, 122, 146-147, 170, 186, 204, 223, 241-242, 258-259.
Additional information and exercises accompany the Language Information Section pp. 261-338.
An Index of Grammatical Topics permits the student to find specific help on grammar quickly, pp. 345-346.
Teacher’s Manual pp.19-20, 23-24 ,25-26, 32, 34-35, 43, 44-45, 49, 51-52, 53-54, 61-63, 70-71, 73, 79, 81-82, 88-89, 90-91, 99, 101,
105, 107-108, 109-111, 114, 118-119, 127, 129-131,139-141, 150-152; Grammar Review notes 157-167
Workbook pp. 3-4, 10-11, 14-19, 25, 32-35, 45-47, 52-53, 54-55, 56-58, 71
1.1.8 Draw conclusions, make inferences, and interpret passages read.
Student Book
Students are asked to draw conclusions and make inferences from their reading pp. 8-9, 46, 57, 93, 108, 129, 130-131, 158, 175, 193, 215,
231-232, 247
Students are asked to interpret contextualized examples of key grammar and syntax in the Practicing the Language sections pp. 14-16, 3435, 46-47, 62-64, 79-80, 98-99, 114-115, 134-135, 164-165, 180-181, 197, 216-217, 235-236, 253-254, and selected About the Language
sections, pp. 11, 28.
26
Because Unit 3 continues the story line that started in Units 1 and 2, students read the passages of each Stage in order to understand and
follow the experiences of the characters in authentic contexts of Roman history. Students are trained so that they may enjoy and discuss
the action of the story by direct access to the meaning of what they have read, without consistent recourse to English. Story line pp. 5-10,
12-13, 26-28,, 29-33, 40-43, 44-45, 55-57, 58-60, 72-74, 76-78, 90-97, 107-108, 110-112, 127-133, 153-162, 173-175, 177-179, 190-194,
208-211, 213-215, 227-233, 244-249, 251.
Teacher’s Manual pp. 50, 59, 72, 87, 100, 115, 126, 128-129, 139, 143-144, 149-150; diagnostic tests 168-180
GOAL 1:
Communication:
Understand
written Latin
Standard 1.2:
Students use
orally, listen to,
and write Latin as
part of the process
for understanding
written Latin.
Intermediate
Workbook pp. 26-27, 28-29, 38-39, 42-44, 63-64
1.2.5 Read Latin aloud with accurate pronunciation, meaningful phrase groupings, and appropriate voice inflection.
Student Book
Students are exposed to the sounds of Latin as the teacher reads the model sentences and passages aloud and/or uses the audio cassette.
(Model sentences pp. 2-4, 24-25, 70-71, 106, 124-126, 150-152, 172, 188-189, 206-207, 226-227.) Students should read aloud words,
sentences, and passages, especially those with an authentic and stimulating “voice,” overt dialogue, and/or actions pp. 5-10, 40-43, 55-57,
58-60, 70-71,73-74, 76-77, 90-92, 94-95, 96-97, 106, 110-112, 128, 129-130, 130-131, 153-154, 157-157, 177-178, 191-192-194, 213214, 226-227, 227-229, 244, 245-246, those passages structured as a dialogue, pp. 12-13, 26-28, 29-33, 44-45, 72, 77-78, 107-108, 173174, 208, 230-231, 232-233, 251
Teacher’s Manual pp. 25-26, 34-35, 40-41, 60-61, 80, 101, 117, 129, 149, 170, 173, 178
Workbook Students are provided motivating opportunities for use of oral Latin, pp. 26, 38, 42-43, 63, 73-75
1.2.6 Respond orally, in writing, and through demonstration to questions, statements, commands, and other stimuli.
Student Book
Students may respond orally, in writing, and/or by demonstrations as they:
• complete the contextualized exercises found in the Practicing the Language sections pp. 14-16, 34-35, 46-47, 62-64, 79-80, 98-99,
114-115, 134-135, 164-165, 180-181, 197, 216-217, 235-236, 253-254
• participate in dialogues pp. 12-13, 26-28, 29-33, 44-45, 72, 77-78, 107-108, 173-174, 208, 230-231, 232-233, 251
• interact in realistic contexts and situations pp. 5-10, 40-43, 55-57, 58-60, 70-71,73-74, 76-77, 90-92, 94-95, 96-97, 106, 110-112, 128,
129-130, 130-131, 153-154, 157-157, 177-178, 191-192-194, 213-214, 226-227, 227-229, 244, 245-246
Teacher’s Manual pp. 25-26, 28, 35, 44-45, 53-54, 62-63, 73, 81-82, 101, 118-119, 134, 145
Workbook pp. 14-19, 32-35, 45-47, 48-49, 73-75
27
1.2.7 Write phrases and sentences in Latin.
Student Book
Students may
• write original contextualized sentences that are related to specific features of the Latin language pp. 79-80, 180, 181, 216, 217, 236,
254
• write the model sentence captions for the model illustrations pp. 2-4, 24-25, 70-71, 106, 124-126, 150-152, 172, 188-189, 206-207,
226-227
• write the sentences that demonstrate control of vocabulary and syntax pp. 14-16, 34-35, 46-47, 62-64, 79-80, 98-99, 114-115, 134135, 164-165, 180-181, 197, 216-217, 235-236, 253-254
• respond to selected questions by writing the phrases and/or sentences from the reading passages pp. 8-9, 46, 57, 93, 108, 129, 130131, 158, 175, 193, 215, 231-232, 247
Teacher’s Manual pp. 25-26, 28, 35, 44-45, 53-54, 62-63, 73, 81-82, 101, 118-119, 134, 145
Workbook pp. 10-11, 57-58, 59, 66
1.2.8 Draw conclusions and make inferences orally or in writing.
Student Book
Students draw conclusions and make inferences from their reading orally or in writing through responding to questions asked pp. 8-9, 46,
57, 93, 108, 129, 130-131, 158, 175, 193, 215, 231-232, 247.
Teacher’s Manual pp. 38, 47, 56, 64-65, 83, 122-123, 133-134, 144-145
GOAL 2:
CULTURE: Gain
knowledge and
understanding of
Greco-Roman
culture
Standard 2.1:
Students
demonstrate an
understanding of
the relationship
among the
Workbook pp. 26, 38, 42-43, 63, 71, 73-75
2.1.4 Expand knowledge of major historical and political figures and forms of government, and relate them to their historical
setting.
The setting of the story line of Unit 3 is Roman Britain and the city of Rome in the years AD 81-83.
Student Book
An intimate view of the nature of Roman civil life, politics, and government at that time may be found in Stages 24, 25, 26, 28 (the
political and civic development of Britain under Roman rule) and Stages 29, 30, 31, 34 (government and politics in Rome). See pp. 55-66,
70-86, 90-102, 124-146, 150-169, 172-185, 188-203, 244-258.
Major historical and political figures of the Roman empire and the ancient world pp. 18, 19, 51, 84, 100, 101,139, 140, 141,166, 168, 181182, 185, 200, 219, 221, 238, 255, 257, 258
Major political figures and historical periods are noted in summary pp. 347-348.
Teacher’s Manual pp. 74-76, 98, 103
Workbook pp. 5, 6, 7, 20, 21, 40, 41
28
practices, people,
and perspectives
of Greco-Roman
culture.
Intermediate
2.1.5 Expand knowledge of Roman daily life and its relationship to societal practices.
Student Book
Living in the city of Rome, pp. 199-201; the Forum in the life of the Roman citizen, pp. 150-152, 166-169
Social divisions: patronage, pp. 191-194, 202-203; classes, pp. 218-220; freedmen pp. 244-251, 255-258
Entertainment, p. 226-229, 238-241
Beliefs: the use of sacred springs and healing baths, pp. 2-13, 16-21; placing curses and making use of the power of the gods, pp. 24-33,
36-37; foretelling the future, pp. 40-45, 48-52; astrology, philosophy, and foreign cults pp. 213-214, 220-222, 237-238
Personal identity and relationships: tombstone inscriptions, pp. 143-146
Traveling in the Roman world, pp. 55-57, 66
The life and work of the Roman soldier, pp. 70-78, 81-86, 106-112, 116-121
Students will find notations on the diversity within the Roman world on pp. 19, 51, 120-121, 139-140, 157-159, 182, 190-191, 200-201,
218-222.
Students are asked specific questions that helps them to analyze the perspectives and diversity of the Roman world after having
experienced them through their Latin reading, pp. 8-9, 57, 192, 215, 231, 240.
Teacher’s Manual pp. 26-33, 36-28, 36-38, 40-41, 46, 55-56, 63-65, 121
Workbook pp. 14, 15, 16, 17, 18, 19, 61, 62
2.1.6 Expand knowledge of the physical and geographical features of the Roman world and their impact on Roman military and
economic expansion.
Student Book
Unit 3 provides a strong focus on the expansion of the Roman empire and the impact such expansion had on the lives of those the Romans
conquered.
Specific geographic background pp. 16-19, 138, 199-201.
The impact of geography and conquest is the focus of much of the content of the Unit. Students expand this knowledge as they (a) read
contextualized Latin , (b) read the cultural section, and (c) observe authentic products connected to the contexts:
• Roman Britain: life in Bath (a) pp. 2-4, 5-10, 12-13, 24-25, 26-28, 29-33, 40-43, 44-45, 46, 55-57, 58-60; (b) pp. 16-21, 36-37, 48-52,
64-66; (c) pp. 9, 20, 21, 37, 40, 48, 52, 65;
• Roman (military) presence in Britain (a) pp. 70-71, 72-74, 76-78, 90-93, 94-95, 96-97,106, 107-108, 110-112, 124-126, 127-131, 132133; (b) pp. 81-86, 100-102, 116-121, 137-146; (c) pp. 83, 112, 100, 143, 145, 146
• Rome: the city and its key sites (a) pp. 150-152, 153-159, 160-162, 172, 173-175, 177-179, 188-189, 190-194; (b) pp. 166-169, 181185, 199-203; (c) pp. 161, 167, 177, 184
Teacher’s Manual pp. 26-28, 55, 82
Workbook pp. 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26-27, 32, 33, 34, 35, 42-44
29
GOAL 2:
CULTURE: Gain
knowledge and
understanding of
Greco-Roman
culture
Standard 2.2:
Students
demonstrate an
understanding of
the relationship
among the
products and
perspectives of
Greco-Roman
culture.
Intermediate
2.2.5 Recognize specific examples of Greek and Roman architecture and art forms, engineering and urban and camp design as
representations of cultures and of historical events.
Student Book
Examples of Greek and Roman:
• architecture and urban planning: pp. 18, 108,120, 141, 181, 183, 184, 232, 241
• within the historical / societal context of: development of specialized sites pp. 2-21, economic development in the empire pp. 106108, urban growth throughout the empire pp. 181-185, 188-201; civic recreation pp. 226-231, 238-241
• art forms pp. 20, 21, 29, 40, 52, 66, 73, 83, 133, 137, 143-146, 173, 183, 224, 237, 240, 257 within the historical / societal context of
civic and/or religious life pp 16-21, 23-33, 36-37, 40-45, 48-52, 137-146, 172-178, labor, including military service pp. 64-66, 70-78,
81-86, 181-185, recreation pp. 226-241, 255-258
• engineering: roads, pp.64-65, within the historical / societal context of building the infrastructure of conquered areas, including the
British Isles, pp. 55-66, 100-102, buildings, pp. 181-185 and machines pp. 177-178, 182-183, within the historical / societal context of
the development of cities, pp. 171-185
• camp design pp. 81, 83, 104,116-121 within the historical / societal context of the Roman occupation and development of territories
pp. 70-86, 105-121
Teacher’s Manual pp. 19, 26-27, 29-30, 35-38, 39-40, 55, 74, 77, 82, 95, 102, 104, 111-113, 120
Workbook pp. 5-7, 8-9, 30-31, 45-47
2.2.6 Form generalizations about major writers and their works, based on readings of original and/or adapted literary texts.
Student Book
Authors in Unit 3 include Catullus (p. 50), Cicero (p. 255), Horace (p. 66), Juvenal (pp. 185, 200), Martial (p. 203), Petronius (p. 256),
Pliny the Elder (p. 17), Pliny the Younger (pp. 202, 238, 256, 258), and Tacitus (pp. 51, 101, 139-140).
Because the story line and foundations of reading comprehension skills are the foci of Unit 3, the adapted and original writings of these
and other authors are found in Unit 4.
Teacher’s Manual The teacher's manual provides an extensive bibliography to provide students additional reading opportunities with
major writers, pp. 194-200
Workbook pp. 38-39, 42-44, 63-64
2.2.7 Apply knowledge of food, clothing, and artifacts to form generalizations and make inferences about daily life and customs.
Student Book
Most Stages begins with line drawings that depict Romans surrounded by authentic products and settings. Then throughout the Stage a
variety of Roman products are shown through photos, drawings, and diagrams, each with an accompanying caption that connects the
product with the Roman perspective that led to its creation. See:
30
•
•
•
•
•
•
model sentences and illustrations pp. 2-4, 24-25, 70-71, 106, 124-126, 150-152, 172, 188-189, 206-207, 226-227
products related to belief systems pp. 9, 20, 21, 37, 40, 48, 52, 221, 237
products related to entertainment pp. 224, 240, 241
products related to making daily life easier or more productive pp. 65, 177
tombstone inscriptions as expressions of relationship and status pp. 143-146, 257
defixio pp. 23-25, 36-37
Teacher’s Manual pp. 29-30, 35-38, 46, 55, 58, 64, 91-92, 135
Workbook pp. 3, 52
2.2.8 Demonstrate a more extensive knowledge of Greco-Roman mythology and legends gained from Latin texts, to form
generalizations and inferences about the values and attitudes of Roman cultures.
Student Book
Students gain extensive insights into a wide range of Roman belief systems through the various contexts of the Latin readings pp. 24-25,
26-33, 40-45, 213-215, and the cultural commentaries pp. 36-37, 48-52, 220-222, 237-238.
Specific gods, heroes, and mythological beings and stories are referenced pp. 16, 17, 19, 36, 50, 51, 118, 151, 166, 167, 168, 185, 200,
221, 222, 238, 255
Teacher’s Manual pp. 137-139
GOAL 3:
CONNECTIONS /
COMPARISONS:
Relate Latin and
the Greco-Roman
world both to
their own
language(s) and
culture(s) and also
to other
disciplines.
Standard 3.1:
Students reinforce
and further their
Workbook pp. 38, 63, 68-70
3.1.4 Determine meaning of English vocabulary through analysis of its Greek and Latin parts (root, prefix, suffix) and of its
historical development.
Student Book
Each Stage provides a Word Search section in which Latin roots, prefixes, and suffixes are connected to English vocabulary, pp. 22, 38,
53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242, 259.
Teacher’s Manual pp. 25-26, 35, 44-45, 53-54, 62-63, 73, 90, 101, 110, 131, 159-161
Workbook pp. 10, 11, 59-60
3.1.5 Apply knowledge of common Latin and Greek roots and prefixes/suffixes in specialized vocabulary of various fields.
Student Book
Each Stage of Unit 3 includes sentences and reading passages connected to realistic contexts and containing references to a variety of
disciplines, e.g. law and politics (Stages 26, 28), engineering (Stages 24, 30), military (Stages 25, 27). The Word Search of each Stage
then helps students focus on derivatives related to the contextualized reading that they have done, connecting those derivatives to the
31
understanding of
their own
language(s) and
other disciplines
and expand their
knowledge
through the study
of Latin and
ancient
civilizations.
context(s) and discipline(s) of their reading, pp. 22, 38, 53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242, 259.
Intermediate
Teacher’s Manual pp. 2, 4, 22, 27, 29-30, 36, 38, 40, 46-47, 133, 143, 145
GOAL 3:
CONNECTIONS /
COMPARISONS:
Relate Latin and
the Greco-Roman
world both to
their own
language(s) and
culture(s) and also
to other
disciplines.
Workbook pp. 38-39, 68-69
3.2.4 Recognize the unique structures and vocabulary of the Latin language based on readings of adapted and original texts.
Student Book
Students are provided with careful and incremental instruction in the vocabulary and structure of Latin in each Stage with exercises based
on the context of the Stage:
About the Language pp. 10-11, 14, 28, 34, 43-44, 57-58, 61, 74-75, 78, 93, 95, 109-110, 113, 116, 131-132, 134, 136-137, 159-160, 163,
176, 179, 195-196, 198, 211-212, 215, 218, 233-234, 236-237, 250, 252, 261-297;
Practicing the Language pp. 14-16, 34-35, 46-47, 62-64, 79-80, 98-99, 114-115, 134-135, 164-165, 180-181, 197, 216-217, 235-236, 253254.
They apply this learning when reading the story line in opening model sentences and passages pp. 2-4, 24-25, 70-71, 106, 124-126, 150152, 172, 188-189, 206-207, 226-227.
Students can reflect on how particular use of vocabulary and structures leads to more full understanding of meaning when reading, pp. 8-9,
46, 57, 93, 108, 129, 130-131, 158, 175, 193, 215, 231-232, 247.
Standard 3.2:
Students acquire
information and
recognize the
distinctive
viewpoints that
are available only
through the study
of Latin and
Greco-Roman
civilization.
Teacher’s Manual pp. 157-166; bibliography pp. 194-200
3.1.6 Recognize and comprehend the use of explicit and implicit allusions to mythology and history in literature and other
disciplines.
Student Book
Mythological references, pp. 16, 17, 19, 36, 50, 51, 118, 151,166, 167,168, 185, 200, 221, 222, 238, 255
Historical personages pp. 18, 19, 51, 84, 100, 101,139, 140,141,166, 168, 181-182, 185, 200, 219, 221, 238, 255, 257, 258; historical
events: pp. 17, 52, 101, 157-159, 168, 185, 237, 238; general historical overview pp. 240-243
Teacher’s Manual pp. 26, 35, 45, 54, 73, 101
Workbook pp. 56-57, 61-62
3.2.5 Understand the ways in which the ancients thought and acted, based on readings of adapted and original texts.
Student Book
Students gain awareness of the thoughts and typical activities of the Romans as they read contextualized Latin from the opening pages of
each Stage, entering into the world of the Romans as they do so. In Unit 3 students will focus on Roman perspectives and actions in the
following areas:
32
Intermediate
Roman Britain: life in Bath pp. 2-4, 5-10, 12-13, 24-25, 26-28, 29-33, 40-43, 44-45, 46, 55-57, 58-60;
Roman military and political life in the British Isles pp. 70-71, 72-74, 76-78, 90-93, 94-95, 96-97,106, 107-108, 110-112,124-126, 127131, 132-133;
Rome: the city and its key sites pp. 150-152, 153-159, 160-162, 172, 173-175, 177-179, 188-189, 190-194;
Rome: a melting pot of beliefs, interests, and social divisions pp. 206-207, 208-211, 213-215, 226-227, 227-233, 244-249, 251
Teacher’s Manual pp. 1-8, 19-21, 30-31, 32-33, 34, 61, 67-68, 96, 114-115, 137, 139
Workbook pp. 68-69, 70, 79
3.2.6 Expand awareness of the influence of Latin and Greco-Roman culture on the development of Western values, based on
readings of adapted and original texts.
Student Book
Approaches to life, work, and treatment of others pp. 5-10, 12-13, 26-33, 70-78, 190-194, 206-211, 226-228, 230-233
Belief systems pp. 40-42, 213-215, 228-229
Government and approaches to politics and civil life pp. 42-45, 55-60, 90-97,107-112, 127-133, 173-178, 244-251
Treatment of ethnic / religious groups pp. 153-162
Teacher’s Manual pp. 47, 56, 112
GOAL 3:
CONNECTIONS /
COMPARISONS:
Relate Latin and
the Greco-Roman
world both to
their own
language(s) and
culture(s) and also
to other
disciplines.
Standard 3.3:
Students compare
and contrast their
own language(s)
Workbook pp. 65, 66, 67
3.3.4 Develop understanding of the similarities and differences in the elements of English and Latin.
Student Book
Students are presented with the elements of Latin to learn about, practice, and compare in each Stage of the Unit, and in a summary
section at the end of the Unit. See:
About the Language pp. 10-11, 14, 28, 34, 43-44, 57-58, 61, 74-75, 78, 93, 95, 109-110, 113, 116, 131-132, 134, 136-137, 159-160, 163,
176, 179, 195-196, 198, 211-212, 215, 218, 233-234, 236-237, 250, 252, 261-297;
Practicing the Language pp. 14-16, 34-35, 46-47, 62-64, 79-80, 98-99, 114-115, 134-135, 164-165, 180-181, 197, 216-217, 235-236, 253254
Word Search pp. 22, 38, 53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242, 259
Teacher’s Manual pp. 25-26, 45, 62,110
Workbook pp. 20-24, 68-69
33
and culture(s)
with those of the
Greco-Roman
world.
Intermediate
3.3.5 Develop understanding of the similarities and differences in ancient and contemporary cultures.
Student Book
Each of the Stages of Unit 3 is organized around a specific aspect of the culture of the Greco-Roman world. Each contains opportunities
for students to enter, through their reading, the ancient world. Plus, each Stage provides information, illustrations, and reflections
designed both to teach students about classical culture and to provide opportunities for them to identify similarities and differences in
ancient and contemporary cultures with regard to:
City life, pp. 150-152,166-169,199-201,
Social divisions: patronage, pp. 191-194, 202-203; classes, pp. 218-220; freedmen pp. 244-251, 255-258
Entertainment, p. 226-229, 238-241,
Beliefs and superstitions: pp. 2-13, 16-21, 24-33, 36-37, 40-45, 48-52, 213-214, 220-222, 237-238
Memorials, pp. 143-146
Engineering: roads, pp.64-65; buildings, pp. 181-185
Travel: pp. 55-57, 66
Military service and life: pp. 70-78, 81-86, 106-112, 116-121
Economic systems: pp. 84, 118, 202-203, 218-220, 255-258
Politics: pp. 44-45, 90-93, 94-97, 100-102, 218-219
Arts and crafts: pp. 20, 21, 29, 40, 52, 66, 73, 83, 133, 137, 143-146, 173, 183, 224, 237, 240, 257
Students may search for cultural topics of personal interest in the Index pp. 343-344.
Teacher’s Manual pp.58,104,111,112,121,122
Workbook pp. 8-9, 50
3.3.6 Explore the historical continuity of the Latin language and ancient civilization.
Student Book
Unit 3 invites students to enter into and experience ancient civilization in contexts with which students can relate in their own lives, giving
them thereby a clear sense of the how language, culture, and experiences fit together, both in the ancient world and in their own.
Each Stage’s cultural context, experienced by the students through their reading and reflected on afterwards in the cultural readings in
English, also provides the basis for the focus on the Latin language in About the Language, Practicing the Language, and Word Search.
• Roman Britain: life in Bath: Latin: pp. 2-4, 5-10, 12-13, 24-25, 26-28, 29-33, 40-43, 44-45, 46, 55-57, 58-60; English: pp. 16-21, 3637, 48-52, 64-66;
• Roman (military) presence in Britain: Latin pp. 70-71, 72-74, 76-78, 90-93, 94-95, 96-97,106, 107-108, 110-112, 124-126, 127-131,
132-133; English pp. 81-86, 100-102, 116-121, 137-146;
• Rome: the city and its key sites: Latin pp. 150-152, 153-159, 160-162, 172, 173-175, 177-179, 188-189, 190-194; English pp. 166169, 181-185, 199-203;
• Rome: a melting pot of beliefs, interests, and social divisions: Latin pp. 206-207, 208-211, 213-215, 226-227, 227-233,
• Social divisions pp. 191-194, 202-203, 218-220, 244-251, 255-258
34
•
•
•
About the Language pp. 10-11, 14, 28, 34, 43-44, 57-58, 61, 74-75, 78, 93, 95, 109-110, 113, 116, 131-132, 134, 136-137, 159-160,
163, 176, 179, 195-196, 198, 211-212, 215, 218, 233-234, 236-237, 250, 252, 261-297;
Practicing the Language pp. 14-16, 34-35, 46-47, 62-64, 79-80, 98-99, 114-115, 134-135, 164-165, 180-181, 197, 216-217, 235-236,
253-254
Word Search pp. 22, 38, 53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242, 259
Teacher’s Manual pp.38, 47, 56, 83, 112, 122, 125, 128, 132-133, 143-144
Workbook pp.20, 21, 22, 23, 50
GOAL 4:
COMMUNITIES:
Participate in
wider
communities of
languages and
cultures.
Standard 4.1:
Students use their
knowledge of
Latin and ancient
civilizations both
within and beyond
the school setting.
Intermediate
4.1.4 Share, exchange, and present information about Latin and the Greco-Roman world to others in the school and community.
Student Book
Students are provided with rich experiences and information through their participation in ancient society through their reading of Latin in
authentic contexts, through the information presented in the cultural readings in English that reinforce and extend those experiences, and
through a context-based study of the Latin language. Through this coordinated experience, students are well-prepared to share their
learning about the ancients, their lives and language, with others.
See:
City life, pp. 150-152, 166-169, 199-201,
Social divisions: patronage, pp. 191-194, 202-203; classes, pp. 218-220; freedmen pp.244-251, 255-258
Entertainment, p. 226-229, 238-241,
Beliefs and superstitions: pp. 2-13, 16-21, 24-33, 36-37, 40-45, 48-52, 213-214, 220-222, 237-238
Memorials, pp. 143-146
Engineering: roads, pp. 64-65; buildings, pp. 181-185
Architecture/city planning: pp. 18, 108, 117, 120, 181, 183, 184, 232, 241
Travel: pp. 55-57, 66
Geography: pp. 16-19, 138, 199-201
Military service and life: pp. 70-78, 81-86, 106-112, 116-121
Economic systems: pp. 84, 118, 202-203, 218-220, 255-258
Politics: pp. 44-45, 90-93, 94-97, 100-102, 218-219
Arts and crafts: pp. 20, 21, 29, 40, 52, 66, 73, 83, 133, 137, 143-146, 173, 183, 224, 237, 240, 257
Myths, pp. 16, 17, 19, 36, 50, 51, 118, 151,166, 167,168, 185, 200, 221, 222, 238, 255
History: people pp. 18, 19, 51, 84, 100, 101,139, 140,141,166, 168, 181-182, 185, 200, 219, 221, 238, 255, 257, 258; events: pp. 17, 52,
101, 157-159, 168, 185, 237, 238; overview pp. 240-243
How the Latin language works, pp. 10-11, 14, 28, 34, 43-44, 57-58, 61, 74-75, 78, 93, 95, 109-110, 113, 116, 131-132, 134, 136-137, 159160, 163, 176, 179, 195-196, 198, 211-212, 215, 218, 233-234, 236-237, 250, 252, 261-297
How Latin influenced English, pp. 22, 38, 53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242, 259
35
Teacher’s Manual pp. 38, 64, 83, 93, 112, 134, 145
Workbook pp.38, 68, 69, 70, 73, 74, 75, 79
4.1.5 Interact with community members who are involved in various professional fields to understand how they used Latin.
Student Book
Students are aided in this interaction through the Stages that have contexts related to professional fields, specifically: politics and
government, pp. 44-45, 90-93, 94-97, 100-102, 218-219; business, pp. 84, 118, 202-203, 218-220, 255-258; military service pp. 70-78, 8186, 106-112, 116-121; engineering, pp.64-65, 181-185; literature pp. 16, 17, 19, 36, 50, 51, 118, 151,166, 167,168, 185, 200, 221, 222,
238, 255
4.1.6 Explore own or neighboring communities for Greco-Roman influence.
Student Book
Students may especially note this influence in the areas of:
Architecture/city planning: pp. 18, 108, 117, 120, 181, 183, 184, 232, 241;
Arts and crafts: pp. 20, 21, 29, 40, 52, 66, 73, 83, 133, 137, 143-146, 173, 183, 224, 237, 240, 257
Engineering, pp.64-65, 181-185;
Mythological references in advertisements, newspapers, etc. 16, 17, 19, 36, 50, 51, 118, 151,166, 167,168, 185, 200, 221, 222, 238, 255
GOAL 4:
COMMUNITIES:
Participate in
wider
communities of
languages and
cultures.
Standard 4.2:
Students show
evidence of
becoming life-long
learners by
applying their
knowledge of
Latin and of
ancient
Teacher’s Manual pp. 56, 111-112, 121
4.2.3 Expand own knowledge of Latin and of ancient civilizations for leisure and personal enrichment.
Student Book
Students are aided in the accomplishment of this student-initiated objective through:
• skills that can be used for reading in Latin for pleasure, pp. 5-10, 12-13, 26-28, 29-33, 40-43, 44-45, 46, 55-57, 58-60, 72-74, 76-78,
90-93, 94-95, 96-97, 107-108, 110-112, 127-131, 132-133,153-159, 160-162, 173-175, 177-179, 190-194, 208-211, 213-215, 227233, 244-249, 251
• knowledge of ancient civilization through cultural reading, 16-21, 36-37, 48-52, 64-66, 81-86, 100-102, 116-121, 137-146,166-169,
181-185, 199-203, 218-222, 237-241, 255-258
• knowledge of and ability to use Latin pp. 14-16, 34-35, 46-47, 62-64, 79-80, 98-99, 114-115, 134-135, 164-165, 180-181, 197, 216217, 235-236, 253-254
• perceiving Latin’s influence on English, pp. 22, 38, 53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242, 259
Teacher’s Manual pp. 38, 93, 112, 145
36
civilizations.
Intermediate
4.2.4 Initiate research for personal enrichment on topics of interest related to the Greco-Roman world.
Student Book
Inspiration for the accomplishment of this student-initiated objective may be found in the themes and contexts of Unit 3 and in the topics
that they find in the Index, pp. 343-344.
City life, pp. 150-152,166-169,199-201,
Social divisions: patronage, pp. 191-194, 202-203; classes, pp. 218-220; freedmen pp.244-251, 255-258
Entertainment, p. 226-229, 238-241,
Beliefs and superstitions: pp. 2-13, 16-21, 24-33, 36-37, 40-45, 48-52, 213-214, 220-222, 237-238
Memorials, pp. 143-146
Engineering: roads, pp.64-65; buildings, pp. 181-185
Architecture/city planning: pp. 18, 108, 117, 120, 181, 183, 184, 232, 241
Travel: pp. 55-57, 66
Geography: pp. 16-19, 138, 199-201
Military service and life: pp. 70-78, 81-86, 106-112, 116-121
Economic systems: pp. 84, 118, 202-203, 218-220, 255-258
Politics: pp. 44-45, 90-93, 94-97, 100-102, 218-219
Arts and crafts: pp. 20, 21, 29, 40, 52, 66, 73, 83, 133, 137, 143-146, 173, 183, 224, 237, 240, 257
Myths, pp. 16, 17, 19, 36, 50, 51, 118, 151,166, 167,168, 185, 200, 221, 222, 238, 255
History: people pp. 18, 19, 51, 84, 100, 101,139, 140,141,166, 168, 181-182, 185, 200, 219, 221, 238, 255, 257, 258; events: pp. 17, 52,
101, 157-159, 168, 185, 237, 238; overview pp. 240-243
Roman Britain: life in Bath: Latin: pp. 2-4, 5-10, 12-13, 24-25, 26-28, 29-33, 40-43, 44-45, 46, 55-57, 58-60; English: pp. 16-21, 36-37,
48-52, 64-66;
Roman (military) presence in Britain: Latin pp. 70-71, 72-74, 76-78, 90-93, 94-95, 96-97,106, 107-108, 110-112, 124-126, 127-131, 132133; English pp. 81-86, 100-102, 116-121, 137-146;
Rome: the city and its key sites: Latin pp. 150-152, 153-159, 160-162, 172, 173-175, 177-179, 188-189, 190-194; English pp. 166-169,
181-185, 199-203;
Rome: a melting pot of beliefs, interests, and social divisions: Latin pp. 206-207, 208-211, 213-215, 226-227, 227-233
Teacher’s Manual The teacher's manual provides a list of class audio cassettes, film strips and books for students to use in research or
enrichment pp. 15-17, 194-200
37
Cambridge Latin Course Unit 4 Third Edition Student Book
0521 34380-1
Note: Unit 4 is used as the text for Level III
Goals and
Standards
GOAL 1:
Communication:
Understand
written Latin
Standard 1.1:
Students read,
understand, and
interpret Latin.
Intermediate
Objectives
with Cambridge Latin Course citations
1.1.5 Demonstrate reading comprehension of a variety of Latin passages.
Student Book
Adapted Latin readings within the authentic life contexts of the Romans and the classical world, specifically:
• Experiences and customs of love, marriage, and divorce, pp. 54-56, 58-59, 61-65, 160-163, 166-169
• Experiences in the Roman cities and provinces, pp. 2-4, 6-8, 112-129
• Imperial life, pp. 34-42, 74-78, 259-262, 264-270
• Involvement in Roman courts of law, pp. 94-103
• Recitation of literature: skill, pp. 18-21, 23-25; content, pp. 74-78, 80-83, 140-150, 180-189, 200-212, 236-246
Roman literature:
• Ovid: Metamorphoses and Ars Amatoria, selections pp. 80-83, 149, 180-189; analysis, pp. 83, 84, 149, 181, 182, 187, 190
• Catullus: Lesbia and other selected poems pp. 142, 144, 200-212; analysis, pp. 143, 144, 201, 202, 206, 207, 211, 212
• Vergil: Aeneid, selections: pp. 150, 236-246; analysis, pp. 151-153, 238, 239, 241, 244, 247
• Martial: Epigrams selections, pp. 18-20, 23-25, 145-146; analysis, pp. 23-25
• Phaedrus: selected fable, pp. 140-141; analysis, pp. 141
• Petronius: Satyrica selections, pp. 160-163, 334; analysis, pp. 163
• Pliny the Elder: Letters, selections, pp. 112-129, 222-226; analysis, pp. 114-117, 121-123, 126, 129; Natural History: selections, p.
338, 340
• Pliny the Younger: Letters, selections, pp. 336, 340, 342
• Tacitus: Histories, selections, pp. 258-270, 342, 344; analysis, pp. 260, 262, 266, 268
• Suetonius: Life of Domitian, selections, pp. 346, 348, 350
• laudatio pp. 166-169
Questions to check comprehension: pp. 4, 38, 55, 66-67, 87, 116, 117, 121, 122, 126, 141, 143, 144, 151, 163, 182, 187, 201, 202, 207,
225, 244, 247, 262
Teacher’s Manual pp. 13-17,24,26,32,34,39,42,44,47,51-52,54,62,63-64,71-73,74,82-85,99-101,105,107,113,117,119,131,137-138
38
Workbook pp. 1-4,7-8,18-20,21-22,26-27,29-31,32-33,34-35,38-39,46-47,68,80-81,82-85,87-88,91-92,93102-103,106-107
1.1.6 Recognize typical content and stylistic features of selected genres and authors.
Student Book
Genres and authors include:
• poetry of Ovid, Catullus, Vergil: selections: pp. 80-83, 142, 144, 149, 150, 180-189, 200-212, 236-246; analysis, pp. 83-84, 143-144,
149, 151-153, 181, 182, 187, 190, 201, 202, 206, 207, 211, 212, 238, 239, 241, 244, 247
• epigrams of Martial: selections, pp. 18-20, 23-25, 145-146; analysis, pp. 23-25
• fables of Phaedrus: selection, pp. 140-141; analysis, pp. 141
• “Satyrica” of Petronius: selections, pp. 160-163, 334; analysis, pp. 163
• Pliny the Elder, Letters: selections, pp. 112-129, 222-226; analysis, pp. 114-117, 121-123, 126, 129; Natural History: selections, pp.
338, 340
• Letters of Pliny the Younger: selections, pp. 336, 340, 342
• histories of Tacitus: selections, pp. 258-270, 342, 344; analysis, pp. 260, 262, 266, 268
• Suetonius, Life of Domitian: selections, pp. 346, 348, 350
• laudatio pp. 166-169
Teacher’s Manual pp. 99, 100, 103, 109, 130-131, 139, 141, 143, 145, 146, 147-148, 150-151, 176, 177, 210
Workbook pp. 24, 59-62, 63-67, 87-89
1.1.7 Demonstrate a knowledge of vocabulary, inflectional systems, and syntax appropriate to the reading level.
Student Book
Students learn to recognize the elements and structure of the Latin language in About the Language sections pp. 5-6, 10-11, 22-23, 25-26,
38-39, 43, 57, 60, 65-66, 79-80, 84-86, 99-100, 103-104, 118-119, 123-125, 129-130, 146-147, 153-154, 164-165, 170, 172-173, 186, 190191, 193, 204, 208-209, 214, 225-226, 228, 231, 243, 248, 263, 268, 271-272
Students demonstrate their knowledge of vocabulary and structure in the Practicing the Language sections pp. 9-10, 27-28, 44-45, 66-67,
86-88, 104-106, 131, 155-156, 171-172, 191-193, 213-214, 229-230, 248-250, 272-273
Students have additional practice with vocabulary by working with derivatives in the Word Search and Synonym Search sections pp. 16,
32, 52, 72, 92, 110, 138, 158, 178, 197, 218, 233, 256, 280, and by studying high-frequency vocabulary in the Words and Phrases Checklist
pp. 16, 32, 52, 72, 91-92, 110, 138, 158, 178, 197, 218, 233, 256, 280.
Additional information and exercises accompany the Language Information Section pp. 284-397
An Index of Grammatical Topics permits the student to find specific help on grammar quickly, pp. 405-407
Teacher’s Manual pp. 19, 24, 25, 33, 35, 42, 45, 53, 54, 62, 63, 75, 77, 86, 93, 97, 104, 109, 120, 121, 125, 130, 134, 135, 143, 147, 152,
154, 162, 172, 176, 191, 193, 197
39
Workbook pp. 5, 18-20, 25-26, 29-31, 32-33, 38-39, 45
1.1.8 Draw conclusions, make inferences, and interpret passages read.
Student Book
Students are asked to draw conclusions and make inferences from their reading pp. 4, 23-25, 38, 55, 83-84, 102, 114-117, 121-123, 126,
129, 141, 143-144, 149, 151-153, 163, 181, 182, 187, 190, 201, 202, 206, 207, 211, 212, 238, 239, 241, 244, 247, 260, 262, 266, 268
Students are asked to interpret contextualized examples of key grammar and syntax in the Practicing the Language sections pp. 9-10, 2728, 44-45, 66-67, 86-88, 104-106, 131, 155-156, 171-172, 191-193, 213-214, 229-230, 248-250, 272-273
Teacher’s Manual pp. 40, 44, 74, 160-161, 192
Workbook pp. 24, 26-27, 34-35, 36-37
GOAL 1:
Communication:
Understand
written Latin
Standard 1.2:
Students use
orally, listen to,
and write Latin
as part of the
process for
understanding
written Latin.
Intermediate
1.2.5 Read Latin aloud with accurate pronunciation, meaningful phrase groupings, and appropriate voice inflection.
Student Book
Students are exposed to the sounds of Latin as the teacher reads the model sentences and passages aloud and/or uses the audio cassette.
Students should read aloud words, sentences, and passages. Particularly effective are those with an authentic and stimulating “voice,” overt
dialogue, and/or actions, e.g. pp. 39-42 ,those passages structured as a dialogue, eg. pp. 54-65, 74-78, and literary forms that lend
themselves well to oral Latin, e.g. poetry pp. 80-83, 142, 144, 149, 150, 180-189, 200-212, 236-246, epigrams pp. 18-20, 23-25, 145-146,
fables pp. 140-141
Teacher’s Manual pp. pp.13-17, 107, 143-144, 145, 161
Workbook pp. 45, 59, 60, 61, 62, 87
1.2.6 Respond orally, in writing, and through demonstration to questions, statements, commands, and other stimuli.
Student Book
Students may respond orally, in writing, and/or by demonstrations as they:
• complete the contextualized exercises found in the Practicing the Language sections pp. 9-10, 27-28, 44-45, 66-67, 86-88, 104-106,
131, 155-156, 171-172, 191-193, 213-214, 229-230, 248-250, 272-273
• participate in dialogues pp. 39-42, 54-65, 74-78
• answer questions based on their reading pp. 4, 23-25, 38, 55, 83-84, 102, 114-117, 121-123, 126, 129, 141, 143-144, 149, 151-153,
163, 181, 182, 187, 190, 201, 202, 206, 207, 211, 212, 238, 239, 241, 244, 247, 260, 262, 266, 268
Teacher’s Manual pp. pp. 24, 54, 104, 107
Workbook :Questions which may be answered in English or, in part, in Latin pp. 7-8,21-22, 26-27,34-35, 36-37, 40-42, 46-47, 56-57, 63-
40
67, 69-72, 74-78, 80-85, 87-88, 91-92, 93, 106-108, Latin responses to stimuli pp. 24, 67
1.2.7 Write phrases and sentences in Latin.
Student Book
Students will see modeled a variety of authentic Roman forms of communication including letters, pp. 112-129, poetry pp. 80-83, 142,
144, 149, 150, 180-189, 200-212, 236-246, epigrams pp. 18-20, 23-25, 145-146, fables pp. 140-141, stories pp. 160-163, laudatio pp. 166169, histories pp. 258-270, and inscriptions p. 175. Students may use the literature as inspiration and model for their own creations; they
may use the questions after all types of readings to take effective notes or write paraphrases, pp. 4, 23-25, 38, 55, 83-84, 102, 114-117,
121-123, 126, 129, 141, 143-144, 149, 151-153, 163, 181, 182, 187, 190, 201, 202, 206, 207, 211, 212, 238, 239, 241, 244, 247, 260, 262,
266, 268; and they learn to write accurately in Latin by practicing contextualized exercises involving sentences and phrases, pp. 5-6, 9-11,
22-23, 25-28, 38-39, 43-45, 57, 60, 65-67, 79-80, 84-88, 99-100, 103-106, 118-119, 123-125, 129-131, 146-147, 153-156, 164-165, 170173, 186, 190-193, 204, 208-209, 213-214, 225-226, 228-231, 243, 248-250, 263, 268, 271-273, 284-328
Teacher’s Manual pp. 78, 201
Workbook pp. 24, 43, 46, 67, 102, 103
1.2.8 Draw conclusions and make inferences orally or in writing.
Student Book
Students draw conclusions and make inferences from their reading orally or in writing through responding to questions asked pp. 4, 23-25,
38, 55, 83-84, 102, 114-117, 121-123, 126, 129, 141, 143-144, 149, 151-153, 163, 181, 182, 187, 190, 201, 202, 206, 207, 211, 212, 238,
239, 241, 244, 247, 260, 262, 266, 268
Teacher’s Manual pp. 13, 14, 15, 16, 17, 18, 19
GOAL 2:
CULTURE:
Gain knowledge
and
understanding of
Greco-Roman
culture
Standard 2.1:
Students
demonstrate an
Workbook p. 24
2.1.4 Expand knowledge of major historical and political figures and forms of government, and relate them to their historical
setting.
Student Book
The setting of the story line of Unit 4 is Rome in the years AD 83-90.
An intimate view of the nature of Roman civil life, politics, and government at that time may be found especially in Stages (Imperial
council), 41 (Turkey and provinces), 48 (Nero and Agrippina) See pp. 34-42, 45-50, 112-129, 132-137, 258-262, 264-270, 274-279.
Major historical and political figures of the Roman empire and the ancient world pp. 29, 35-46, 50, 54-55, 96, 98, 101, 112-127, 129-137,
150, 157, 160, 166, 168, 175, 177, 211, 232, 250-255, 257-270, 274, 275-277, 279, 336-337, 342-353, 348-349, 350, 352-253
Other historical references pp. 157, 166-168, 221-227, 232, 340-341, 342-344, 346-352; general historical overview pp. 157, 408-409
Teacher’s Manual pp. 41, 46-48, 51, 82, 84-85, 94-97, 110, 136, 194-195
41
understanding of
the relationship
among the
practices, people,
and perspectives
of Greco-Roman
culture.
Intermediate
Workbook pp. 10-14, 21-22, 26-27, 34-35, 40-41, 48-49, 50-52, 54-55, 91-92, 106-107
2.1.5 Expand knowledge of Roman daily life and its relationship to societal practices.
Student Book
Students may expand their knowledge of the daily life of the Romans as they (a) read contextualized Latin in the opening pages of each
Stage and (b) reflect further on what they have experienced by reading the cultural section written in English. In addition students may (c)
observe authentic products that reflect the perspectives of their Roman creators.
• Experiences in the Roman cities and provinces: (a) pp. 2-4, 6-8, 112-129; (b) pp.12-15, 132-137; (c) pp. 113, 128, 134-135
• Imperial life: (a) pp. 34-42, 74-78, 259-262, 264-270; (b) pp. 45-49, 258, 274-279; (c) pp. 45, 48, 49, 260, 270, 278, 280
• Law and Roman courts: (a) pp. 94-103; (b) 106-109; (c) pp.97, 105, 106, 109
• Experiences and customs of love, marriage, and divorce: (a) pp. 54-56, 58-59, 61-65, 160-163, 166-169; (b) pp. 67-71, 160, 166, 174177; (c) pp. 59. 61, 160, 173, 175, 176
• Recitation of literature: skill of recitation, (a) pp. 18-21, 23-25; (b) pp. 28-31; famous authors and literary pieces, (a) pp. 74-78, 80-83,
140-150, 180-189, 200-212, 236-246; (b) 88-91, 140, 142, 145, 149, 150, 180, 194-196, 236, 250; (c) 81, 184, 185, 201, 203
Students will find notations specifically on the diversity within the Roman world on pp. 69, 132-137, 175
Students are asked specific questions that helps them to reflect on and analyze societal practices and diversity of the Roman world after
having experienced them through their Latin reading, pp. 4, 38, 55, 102
Teacher’s Manual pp. 28-30, 46-48, 57-59
Workbook pp. 50-52, 69-70, 91-92
2.1.6 Expand knowledge of the physical and geographical features of the Roman world and their impact on Roman military and
economic expansion.
Student Book
Geography: pp. 112, 132-133, 180, 223, 262
Impact pp. 2-15, 112-137, 259-270
Teacher’s Manual pp. 11, 17-18, 28-29, 82, 95
GOAL 2:
CULTURE:
Gain knowledge
and
understanding of
Greco-Roman
Workbook pp. 18-20, 50-52, 53, 74-78
2.2.5 Recognize specific examples of Greek and Roman architecture and art forms, engineering and urban and camp design as
representations of cultures and of historical events.
Student Book
Examples of Greek and Roman:
• architecture and urban planning: pp. 12-15, 112-117, 134-135, 275-276
• art forms pp. 8, 29, 41, 45, 48, 59, 61, 70, 81, 89, 105, 107, 109, 152, 153, 173, 184, 185,194-196, 201, 203, 205, 216, 224, 241, 253,
42
culture
Standard 2.2:
Students
demonstrate an
understanding of
the relationship
among the
products and
perspectives of
Greco-Roman
culture.
Intermediate
•
254, 265, 267, 278, 280
engineering, pp. 119-121, 125-129
Teacher’s Manual pp. 11, 47, 51, 57, 96, 136, 139, 154, 195
Workbook pp. 19, 20, 32-33, 34, 38, 40, 46, 68, 71, 87
2.2.6 Form generalizations about major writers and their works, based on readings of original and/or adapted literary texts.
Student Book
• Ovid: Metamorphoses and Ars Amatoria, selections pp. 80-83, 149, 180-189; analysis, pp. 83, 84, 149, 181, 182, 187, 190
• Catullus: Lesbia and other selected poems pp. 142, 144, 200-212; analysis, pp. 143, 144, 201, 202, 206, 207, 211, 212
• Vergil: Aeneid, selections: pp. 150, 236-246; analysis, pp. 151-153, 238, 239, 241, 244, 247
• Martial: Epigrams selections, pp. 18-20, 23-25, 145-146; analysis, pp. 23-25
• Phaedrus: selected fable, pp. 140-141; analysis, pp. 141
• Petronius: Satyrica selections, pp. 160-163, 334; analysis, pp. 163
• Pliny the Elder: Letters, selections, pp. 112-129, 222-226; analysis, pp. 114-117, 121-123, 126, 129; Natural History: selections, pp.
338, 340
• Pliny the Younger: Letters, selections, pp. 336, 340, 342
• Tacitus: Histories, selections, pp. 258-270, 342, 344; analysis, pp. 260, 262, 266, 268
• Suetonius: Life of Domitian, selections, pp. 346, 348, 350
• laudatio pp. 166-169
See also chart p. 232
Teacher’s Manual pp. 31-35, 82-85, 101, 106, 108, 130, 137
Workbook pp. 46, 67
2.2.7 Apply knowledge of food, clothing, and artifacts to form generalizations and make inferences about daily life and customs.
Student Book
• Items related to experiences in the Roman cities and provinces, pp. 2-8, 12-15, 113, 128, 134-135
• Items related to imperial life, pp. 45, 48, 49, 260, 270, 278, 280
• Items related to law and Roman courts, pp. 97, 105, 106, 109
• Items related to experiences and customs of love, marriage, and divorce, pp. 59, 61, 67-71, 160, 173, 175, 176
• Items related to education and the important art of recitation of literature and reproduction of books: pp. 28-31, 74-78, 88-91,184, 185,
201, 203
43
Teacher’s Manual pp. 11, 30, 51, 112
Workbook pp. 7, 20, 30, 34, 36, 40, 46
2.2.8 Demonstrate a more extensive knowledge of Greco-Roman mythology and legends gained from Latin texts, to form
generalizations and inferences about the values and attitudes of Roman cultures.
Student Book
Latin texts pp. 63, 80-83,125, 140-141,150-154, 179-190, 205-206, 236-247, 348-349
References in English pp. 177, 194, 250-255
Teacher’s Manual pp. 126-127, 128-130
GOAL 3:
CONNECTIONS
COMPARISONS
Relate Latin and
the GrecoRoman world
both to their own
language(s) and
culture(s) and
also to other
disciplines.
Standard 3.1:
Students
reinforce and
further their
understanding of
their own
language(s) and
other disciplines
and expand their
knowledge
through the
study of Latin
and ancient
Workbook pp. 69-70, 80, 82-83
3.1.4 Determine meaning of English vocabulary through analysis of its Greek and Latin parts (root, prefix, suffix) and of its
historical development.
Student Book
Each Stage provides a Word Search and Synonym Search section in which Latin roots, prefixes, and suffixes are connected to English
vocabulary, pp. 16, 32, 52, 72, 92, 110, 138, 158, 178, 197, 218, 233, 256, 280
Teacher’s Manual p. 97
Workbook p. 4
3.1.5 Apply knowledge of common Latin and Greek roots and prefixes/suffixes in specialized vocabulary of various fields.
Student Book
The Stages of Unit 4 include sentences and reading passages connected to realistic contexts and containing references to a variety of
disciplines, e.g. law and government (Stage 37, pp. 34-49, Stage 40, pp. 94-109, Stage 41, pp. 112-137, Stage 48, pp. 259-279) and civil
relationships (Stage 38, pp. 54-71, Stage 43, pp. 160-177). The Word Search and Synonym Search of each Stage then helps students focus
on derivatives related to the contextualized reading that they have done, connecting those derivatives to the context(s) and discipline(s) of
their reading, pp. 16, 32, 52, 72, 92, 110, 138, 158, 178, 197, 218, 233, 256, 280
Teacher’s Manual pp. 78-80, 95, 219-234
3.1.6 Recognize and comprehend the use of explicit and implicit allusions to mythology and history in literature and other
disciplines.
Student Book
Mythological references, pp. 63, 80-83,125, 140-141,150-154, 177, 179-190, 194, 205-206, 236-247, 250-255, 348-349
Historical personages pp. 29, 35-46, 50, 54-55, 96, 98, 101, 112-127, 129-137, 150, 157, 160, 166, 168, 175, 177, 211, 232, 250-255, 257-
44
civilizations.
270, 274, 275-277, 279, 336-337, 342-353, 348-349, 350, 352-253; historical events pp. 17, 48-50, 112, 125-126, 132-137, 157, 166-168,
221-227, 232, 258-270, 274-275, 279, 340-341, 342-344, 346-352; general historical overview pp. 157, 408-409
Intermediate
Teacher’s Manual pp.111, 137
GOAL 3:
CONNECTIONS
COMPARISONS
Relate Latin and
the GrecoRoman world
both to their own
language(s) and
culture(s) and
also to other
disciplines.
Standard 3.2:
Students acquire
information and
recognize the
distinctive
viewpoints that
are available only
through the
study of Latin
and GrecoRoman
civilization.
Intermediate
Workbook pp. 69-70, 74-75, 80-81
3.2.4 Recognize the unique structures and vocabulary of the Latin language based on readings of adapted and original texts.
Student Book
Students are provided with careful and incremental instruction in the vocabulary and structure of Latin in each Stage with exercises based
on the context of the Stage:
About the Language pp. 5-6, 10-11, 22-23, 25-26, 38-39, 43, 57, 60, 65-66, 79-80, 84-86, 99-100, 103-104, 118-119, 123-125, 129-130,
146-147, 153-154, 164-165, 170, 172-173, 186, 190-191, 193, 204, 208-209, 214, 225-226, 228, 231, 243, 248, 263, 268, 271-272
Practicing the Language pp. 9-10, 27-28, 44-45, 66-67, 86-88, 104-106, 131, 155-156, 171-172, 191-193, 213-214, 229-230, 248-250, 272273.
The Latin works and passages to which these exercises are related include works of literature such as letters pp. 112-129, poetry pp. 80-83,
142, 144, 149, 150, 180-189, 200-212, 236-246, epigrams pp. 18-20, 23-25, 145-146, fables pp. 140-141, stories pp. 160-163, laudatio pp.
166-169, histories pp. 258-270, and inscriptions p. 175. Also included is adapted Latin that forms the ongoing story line that provides an
authentic context for all readings, pp. 2-4, 6-8, 34-42, 54-56, 58-59, 61-65, 74-78, 94-103, 112-129, 160-163.
Teacher’s Manual pp. 46,78,97,109,119,121
Workbook pp. 46-47,59-61,62,87-88,98
3.2.5 Understand the ways in which the ancients thought and acted, based on readings of adapted and original texts.
Student Book
Students gain awareness of the thoughts and typical activities of the Romans as they read contextualized Latin from the opening pages of
each Stage, entering into the world of the Romans as they do so.
Adapted Latin readings within the authentic life contexts of the Romans and the classical world, specifically:
Experiences and customs of love, marriage, and divorce, pp. 54-56, 58-59, 61-65, 160-163, 166-169
Experiences in the Roman cities and provinces, pp. 2-4, 6-8, 112-129
Imperial life, pp. 34-42, 74-78, 259-262, 264-270
Involvement in Roman courts of law, pp. 94-103
Recitation of literature: skill, pp. 18-21, 23-25; content, pp. 74-78, 80-83, 140-150, 180-189, 200-212, 236-246
Inscriptions p. 175
Teacher’s Manual pp. 51-53, 54-56, 57-60, 61-62, 76-77, 118-119, 122-123, 124-125
45
Workbook pp. 3, 34-35, 36-37, 68, 74-78, 91-92, 93
3.2.6 Expand awareness of the influence of Latin and Greco-Roman culture on the development of Western values, based on
readings of adapted and original texts.
Student Book
Approaches to governance and relations with various peoples pp. 45-50, 108, 112, 125-126, 132-137, 157, 166-168, 174, 221-227, 232,
258-270, 274-275, 279, 340-341, 342-344, 346-352
Economics: pp. 12-15, 67-68, 69, 88, 108, 175-176, 276
Sociology: pp. 12-15, 67-71, 166-169, 174-177, 276-277
Religion and belief systems: pp. 276, 279
Teacher’s Manual pp. 49, 68-69, 80, 111, 154, 179, 198
GOAL 3:
CONNECTIONS
COMPARISONS
Relate Latin and
the GrecoRoman world
both to their own
language(s) and
culture(s) and
also to other
disciplines.
Standard 3.3:
Students
compare and
contrast their
own language(s)
and culture(s)
with those of the
Greco-Roman
world.
Workbook pp. 87, 88, 89
3.3.4 Develop understanding of the similarities and differences in the elements of English and Latin.
Student Book
Students are presented with the elements of Latin to learn about, practice, and compare in each Stage of the Unit, and in a summary section
at the end of the Unit. See:
5-6, 10-11, 22-23, 25-26, 38-39, 43, 57, 60, 65-66, 79-80, 84-86, 99-100, 103-104, 118-119, 123-125, 129-130, 146-147, 153-154, 164165, 170, 172-173, 186, 190-191, 193, 204, 208-209, 214, 225-226, 228, 231, 243, 248, 263, 268, 271-272
Practicing the Language pp. 9-10, 27-28, 44-45, 66-67, 86-88, 104-106, 131, 155-156, 171-172, 191-193, 213-214, 229-230, 248-250, 272273
Word Search and Synonym Search pp. 16, 32, 52, 72, 92, 110, 138, 158, 178, 197, 218, 233, 256, 280
Teacher’s Manual pp. 35, 45, 56, 62, 65, 75, 77, 86, 90, 105, 109, 121, 130, 163
Workbook pp. 5, 9, 15, 23, 63-65, 86
3.3.5 Develop understanding of the similarities and differences in ancient and contemporary cultures.
Student Book
Each of the Stages of Unit 4 is organized around a specific aspect of the culture of the Greco-Roman world. Each contains opportunities for
students to enter, through their reading, the ancient world. Plus, each Stage provides information, illustrations, and reflections designed
both to teach students about classical culture and to provide opportunities for them to identify similarities and differences in ancient and
contemporary cultures with regard to:
Experiences and customs of love, marriage, and divorce, pp. 54-56, 58-59, 61-65, 160-163, 166-169
Experiences in cities and countryside, pp. 2-4, 6-8, 112-129
46
Intermediate
Rulers and governments, pp. 34-42, 74-78, 259-262, 264-270
Law, pp. 94-103
Architecture and urban planning, pp.12-15, 112-117, 134-135, 275-276
Art , pp. 8, 29, 41, 45, 48, 59, 61, 70, 81, 89, 105, 107, 109, 152, 153, 173, 184, 185,194-196, 201, 203, 205, 216, 224, 241, 253, 254, 265,
267, 278, 280
Engineering, pp. 119-121, 125-129
Appreciation of education and literature: skill of recitation, pp. 18-21, 23-25; concepts and literary pieces, pp. 74-78, 80-83, 140-150, 180189, 200-212, 236-246
Inscriptions 175
Students may search for cultural topics of personal interest in the Index pp. 398-404.
Teacher’s Manual pp. 69, 109, 111, 165, 197, 198
Workbook pp. 59-62, 63-65
3.3.6 Explore the historical continuity of the Latin language and ancient civilization.
Student Book
Unit 4 invites students to enter into and experience ancient civilization in contexts with which students can relate in their own lives, giving
them thereby a clear sense of the how language, culture, and experiences fit together, both in the ancient world and in their own.
Each Stage’s cultural context, experienced by the students through their reading and reflected on afterwards in the cultural readings in
English, also provides the basis for the focus on the Latin language in About the Language, Practicing the Language, and Word Search and
Synonym Search.
Students can reflect on the literary references found throughout contemporary western culture that they note in particular from their reading
of
• the poetry of Ovid, Catullus, Vergil, pp. 80-83, 142, 144, 149, 150, 180-189, 200-212, 236-246
• fables, such as that of Phaedrus, pp. 140-141
• reflection on life and personalities such as those found in the letters of Pliny the Elder, pp. 112-129, 222-226; Pliny the Younger, pp.
336, 340, 342; and the Natural History of Pliny the Elder pp. 338, 340
• histories of the ancient world by Tacitus, pp. 258-270, 342, 344
The importance and continuity of Latin language in the life and culture of the Roman is further explored in the recitatio: skill, pp. 18-21,
23-25; content, pp. 74-78, 80-83, 140-150, 180-189, 200-212, 236-246
About the Language pp. 5-6, 10-11, 22-23, 25-26, 38-39, 43, 57, 60, 65-66, 79-80, 84-86, 99-100, 103-104, 118-119, 123-125, 129-130,
146-147, 153-154, 164-165, 170, 172-173, 186, 190-191, 193, 204, 208-209, 214, 225-226, 228, 231, 243, 248, 263, 268, 271-272
Practicing the Language pp. 9-10, 27-28, 44-45, 66-67, 86-88, 104-106, 131, 155-156, 171-172, 191-193, 213-214, 229-230, 248-250, 272273
Word Search and Synonym Search pp. 16, 32, 52, 72, 92, 110, 138, 158, 178, 197, 218, 233, 256, 280
47
Teacher’s Manual pp. 37, 46-47, 111, 115, 194-195, 245-247
GOAL 4:
COMMUNITIES
Participate in
wider
communities of
languages and
cultures.
Standard 4.1:
Students use
their knowledge
of Latin and
ancient
civilizations both
within and
beyond the
school setting.
Intermediate
Workbook pp. 87-89
4.1.4 Share, exchange, and present information about Latin and the Greco-Roman world to others in the school and community.
Student Book
Students are provided with rich experiences and information through their participation in ancient society through their reading of Latin in
authentic contexts, through the information presented in the cultural readings in English that reinforce and extend those experiences, and
through a context-based study of the Latin language. Through this coordinated experience, students are well prepared to share their
learning about the ancients, their lives and language, with others.
See:
• Experiences and customs of love, marriage, and divorce, pp. 54-56, 58-59, 61-65, 160-163, 166-169
• Experiences in cities and countryside, pp. 2-4, 6-8, 112-129
• Rulers and governments, pp. 34-42, 74-78, 259-262, 264-270
• Law, pp. 94-103
• Architecture and urban planning, pp. 12-15, 112-117, 134-135, 275-276
• Art, pp. 8, 29, 41, 45, 48, 59, 61, 70, 81, 89, 105, 107, 109, 152, 153, 173, 184, 185,194-196, 201, 203, 205, 216, 224, 241, 253, 254,
265, 267, 278, 280
• Engineering, pp. 119-121, 125-129
• Economics: pp. 12-15, 67-68, 69, 88, 108, 175-176, 276
• Sociology: pp. 12-15, 67-71, 166-169, 174-177, 276-277
• Religion and belief systems: pp. 276, 279
• Inscriptions p. 175
• Myths and heroes, pp. 63, 80-83,125, 140-141, 150-154, 177, 179-190, 194, 205-206, 236-247, 250-255, 348-349
• Historical people pp. 29, 35-46, 50, 54-55, 96, 98, 101, 112-127, 129-137, 150, 157, 160, 166, 168, 175, 177, 211, 232, 250-255, 257270, 274, 275-277, 279, 336-337, 342-353, 348-349, 350, 352-253; historical events: pp. 1748-50, 112, 125-126, 132-137, 157, 166168, 221-227, 232, 258-270, 274-275, 279, 340-341, 342-344, 346-352; general historical overview pp. 157, 408-409
• Ovid: Metamorphoses and Ars Amatoria, selections pp. 80-83, 149, 180-189; analysis, pp. 83, 84, 149, 181, 182, 187, 190
• Catullus: Lesbia and other selected poems pp. 142, 144, 200-212; analysis, pp. 143, 144, 201, 202, 206, 207, 211, 212
• Vergil: Aeneid, selections: pp. 150, 236-246; analysis, pp. 151-153, 238, 239, 241, 244, 247
• Martial: Epigrams selections, pp. 18-20, 23-25, 145-146; analysis, pp. 23-25
• Phaedrus: selected fable, pp. 140-141; analysis, p. 141
• Petronius: Satyrica selections, pp. 160-163, 334; analysis, p. 163
• Pliny the Elder: Letters, selections, pp. 112-129, 222-226; analysis, pp. 114-117, 121-123, 126, 129; Natural History: selections, pp.
338, 340
• Pliny the Younger: Letters, selections, pp. 336, 340, 342
• Tacitus: Histories, selections, pp. 258-270, 342, 344; analysis, pp. 260, 262, 266, 268
48
•
•
•
•
Suetonius: Life of Domitian, selections, pp. 346, 348, 350
laudatio pp. 166-169
How the Latin language works, pp. 5-6, 10-11, 22-23, 25-26, 38-39, 43, 57, 60, 65-66, 79-80, 84-86, 99-100, 103-104, 118-119, 123125, 129-130, 146-147, 153-154, 164-165, 170, 172-173, 186, 190-191, 193, 204, 208-209, 214, 225-226, 228, 231, 243, 248, 263,
268, 271-272
How Latin influenced English pp.16, 32, 52, 72, 92, 110, 138, 158, 178, 197, 218, 233, 256, 280
Teacher’s Manual pp. 59-60, 98, 137, 179
4.1.5 Interact with community members who are involved in various professional fields to understand how they used Latin.
Student Book
Students are aided in this interaction through the Stages that have contexts and references related to professional fields, e.g. law, pp. 94103, economics: pp. 12-15, 67-68, 69, 88, 108, 175-176, 276, engineering, pp. 119-121, 125-129, sociology, pp. 12-15, 67-71, 166-169,
174-177, 276-277, architecture and urban planning, pp.12-15, 112-117, 134-135, 275-276, art , pp. 8, 29, 41, 45, 48, 59, 61, 70, 81, 89, 105,
107, 109, 152, 153, 173, 184, 185,194-196, 201, 203, 205, 216, 224, 241, 253, 254, 265, 267, 278, 280
4.1.6 Explore own or neighboring communities for Greco-Roman influence.
Student Book
Students may especially note this influence in the areas of:
Architecture/city planning: pp. 12-15, 112-117, 134-135, 275-276
Arts and crafts: pp. 8, 29, 41, 45, 48, 59, 61, 70, 81, 89, 105, 107, 109, 152, 153, 173, 184, 185,194-196, 201, 203, 205, 216, 224, 241, 253,
254, 265, 267, 278, 280
Engineering, pp. 119-121, 125-129
Mythological references in advertisements, newspapers, etc. pp. 63, 80-83,125, 140-141,150-154, 177, 179-190, 194, 205-206, 236-247,
250-255, 348-349
Customs dealing with courtship, marriage, and divorce, pp. 54-56, 58-59, 61-65, 160-163, 166-169
Teacher’s Manual p. 137
GOAL 4:
COMMUNITIES
Participate in
wider
communities of
languages and
cultures.
Workbook pp. 69-70
4.2.3 Expand own knowledge of Latin and of ancient civilizations for leisure and personal enrichment.
Student Book
• Students are aided in the accomplishment of this student-initiated objective through:
• reading original works of Latin, including letters 112-129, poetry 80-83, 142, 144, 149, 150, 180-189, 200-212, 236-246, epigrams 1820, 23-25, 145-146, fables 140-141, stories 160-163, laudatio 166-169, histories 258-270, and inscriptions 175.
• knowledge of and ability to use Latin pp. 9-10, 27-28, 44-45, 66-67, 86-88, 104-106, 131, 155-156, 171-172, 191-193, 213-214, 229230, 248-250, 272-273
49
•
Standard 4.2:
Students show
evidence of
becoming lifelong learners by
applying their
knowledge of
Latin and of
ancient
civilizations.
noting Latin’s influence on English, pp. 16, 32, 52, 72, 92, 110, 138, 158, 178, 197, 218, 233, 256, 280
Teacher’s Manual pp. 11, 250-256
Workbook pp. 79, 94-95
4.2.4 Initiate research for personal enrichment on topics of interest related to the Greco-Roman world.
Student Book
Inspiration for this student-based objective may be found in the topics listed in 4.1.4, or noted in the Index of Authors, Characters, Cultural
and Political Topics and Works, pp. 398-404.
Teacher’s Manual pp. 250-256
Intermediate
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