Cambridge Latin Course Units 1-4
correlated to the
Mississippi Classical Language Curriculum Framework Latin Levels 1-3
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
Strand
Communication
Goal:
Communicate in a
Classical Language
Competency:
1. Read, understand
and interpret Latin.
Suggested Teaching Objectives
with Cambridge Latin Course citations
a. Read words, phrases, and simple sentences, and relate them to pictures, and/or other words, phrases, and simple sentences.
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
b. Demonstrate reading comprehension by answering simple questions in Latin or English about short passages of Latin.
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,
188-190
• 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
Strand
Communication
Goal:
Communicate in a
Classical Language
Competency:
1. Read, understand
and interpret Latin.
•
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
c. Demonstrate 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, 7980, 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
3
Goal
a. 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.
Communicate in a
Classical Language
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
Strand
Communication
Competency
2. Use orally, listen
to, and write Latin
as part of the
language learning
process.
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
b. Respond 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,
53-54, 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
c. Sing songs in Latin.
The pronunciation and intonation practice provided through opening model sentences, dialogs, and high interest readings may be applied
effectively in the singing of Latin songs.
d. 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
4
•
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
Strand
Cultures
Goal
Gain Knowledge
and Understanding
of Greco-Roman
Culture
Competency
3. Develop a basic
understanding of
the perspectives of
Greco-Roman
culture.
Omnibus Workbook pp. 12, 34, 40, 70
a. Identify the principal Greek and/or Roman deities and heroes by their names, deeds, and spheres of influence, in part by reading
passages of Latin.
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
Omnibus Workbook p. 61
b. Demonstrate knowledge of selected facts of the history and geography of the ancient world.
The setting of the story line of Unit 1 is Pompeii in the year AD 79.
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. 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, 62-66,182-190, 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. 23, 39, 41-42, 45, 55, 78-80, 82-83, 88
Strand
Cultures
Goal
Gain Knowledge
and Understanding
of Greco-Roman
Omnibus Workbook pp. 25, 30, 31, 33, 39, 42, 94-96
a. Demonstrate a basic knowledge of the private and public life of the ancient Greeks or Romans, gained in part from the Latin texts
read.
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
5
Culture
Competency
4. Understand the
practices and
products of the
Greco-Roman
culture.
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
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
b. Recognize basic architectural features and art forms of the Greeks and/or Romans.
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)
Teacher’s Manual pp. 24, 30-31, 35-36, 41-42, 47-48, 50, 53, 57-58, 63, 69, 73-74, 79, 84-86
Strand
Connections
Goal
Connect with other
Disciplines and
Expand Knowledge
Competency
5. Reinforce and
further knowledge
of other disciplines
through study of
Omnibus Workbook pp. 23, 30, 35
a. Recognize and use Roman numerals and vocabulary associated with counting.
The social contexts of Unit 1 do not include Roman numerals and counting.
b. Use knowledge of Latin in understanding a specialized vocabulary in such fields as mathematics and geography.
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
6
classical language.
Strand
Connections
Goal
Connect with other
Disciplines and
Expand Knowledge
Competency
6. Expand
knowledge through
the reading of Latin
and study of
ancient culture.
Omnibus Workbook pp. 20, 28, 38
a. Acquire information about the Greco-Roman world by reading passages of Latin with a culturally authentic setting.
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
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,
188-190
• 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
• Significant historical events: Stage 12, pp. 206-210
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
b. Recognize plots and themes of Greco-Roman myths in the literature of other cultures.
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
7
c. Demonstrate knowledge of the geography of the ancient world and connect it to the modern world.
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
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
Omnibus Workbook pp. 25, 30, 31, 88, 89, 94-96
a. Demonstrate a basic knowledge of Latin roots, prefixes, and suffixes by recognizing them in English words of Latin origin.
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, 95114
Omnibus Workbook pp. 6, 11, 20, 32, 34, 38, 43, 46, 61, 72
b. Understand some Latin phrases, mottoes, and abbreviations used in English.
Competency
Student Book A.D. (passim); p. 32
7. Recognize and
use elements of the
Latin language to
increase knowledge
of the students’
own language.
Teacher’s Manual pp.23, 40, 51, 56, 67, 72, 77, 86, 90
c. Demonstrate an understanding of basic language patterns of English as students relate to the structure of Latin.
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
8
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
Competency
8. Compare and
contrast own
culture with that of
the Greco-Roman
world.
Omnibus Workbook pp. 12, 34, 38, 41, 45, 54, 55, 56, 70, 80, 81, 89
a. Look at the architectural features of the buildings around, and recognize the Greco-Roman elements in them.
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)
Teacher’s Manual pp. 24, 30-31, 35-36, 41-42, 47-48, 50, 53, 57-58, 63, 69, 73-74, 79, 84-86
Omnibus Workbook pp. 23, 30, 35
b. Compare and contrast aspects of the students’ own public and private lives to those of the Greeks and Romans.
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
9
c. Compare the themes and heroes of classical mythology to the themes and heroes of own folklore and culture.
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
Strand
Communities
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
9. Use knowledge
of Latin in a
multilingual world.
Omnibus Workbook p. 61
a. Present and exchange information about students’ language experience 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:
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
b. Recognize the influence of Latin in the specialized languages of 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
10
Strand
Communities
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
10. Use knowledge
of Greco-Roman
culture in a world
of diverse cultures.
a. Recognize from study of Greco-Roman culture that cultural diversity has been an integral feature of society from antiquity.
Student Book
Students will find notations specifically on the diversity within the Roman world on pp. 11, 12, 45, 97-100, 118, 177-178, 162-173.
b. Share with others in schools and communities understanding of cultural differences in the Greco-Roman world.
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
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
11
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
Communicate in a
Classical Language
Suggested Teaching Objectives
with Cambridge Latin Course citations
a. Read words, phrases, and simple sentences, and relate them to pictures, and/or other words, phrases, and simple sentences.
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
Competency
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
Strand
Communication
Goal
1. Read, understand
and interpret Latin.
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
b. Demonstrate reading comprehension by answering simple questions in Latin or English about short passages of Latin.
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
• 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.
12
Strand
•
Communication
•
•
•
Goal
Communicate in a
Classical Language
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
Competency
1. Read, understand
and interpret Latin.
c. Demonstrate 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 and Word Study of each stage commentary, pp.13-14,18,22-24,26,30-31,33,38-39,41-42,4647,49,55-57,62-63, 64, 66, 70-71, 72-73
Strand
Communication
Goal
Communicate in a
Classical Language
Competency
2. Use orally, listen
to, and write Latin
as part of the
language learning
process.
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
a. 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
13
Strand
Communication
Goal
Communicate in a
Classical Language
b. Respond 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
Competency
Omnibus Workbook pp. 7,13, 20, 34, 41, 52, 64
2. Use orally, listen
to, and write Latin
as part of the
language learning
process.
c. Sing songs in Latin.
The pronunciation and intonation practice provided through opening model sentences, dialogs, and high interest readings may be applied
effectively in the singing of Latin songs.
d. 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
Strand
Cultures
Goal
Gain Knowledge
and Understanding
of Greco-Roman
Culture
Competency
3. Develop a basic
understanding of
Omnibus Workbook pp. 36, 52,72-73,76
a. Identify the principal Greek and/or Roman deities and heroes by their names, deeds, and spheres of influence, in part by reading
passages of Latin.
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
14
the perspectives of
Greco-Roman
culture.
b. Demonstrate knowledge of selected facts of the history and geography of the ancient world.
The setting of the story line of Unit 2 is Roman Britain and Alexandria in the years AD 80-82.
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
A 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. 15-18, 32-33, 40-41, 44, 47-49, 57, 73
Strand
Cultures
Goal
Gain Knowledge
and Understanding
of Greco-Roman
Culture
Competency
4. Understand the
practices and
products of the
Greco-Roman
culture.
Omnibus Workbook pp. 10-11
a. Demonstrate a basic knowledge of the private and public life of the ancient Greeks or Romans, gained in part from the Latin texts
read.
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)
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
15
Omnibus Workbook pp. 21, 52
b. Recognize basic architectural features and art forms of the Greeks and/or Romans.
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
Strand
Omnibus Workbook pp. 12, 41, 45, 55, 67
a. Recognize and use Roman numerals and vocabulary associated with counting.
The social contexts of Unit 2 do not include Roman numerals and counting.
Connections
Goal
Connect with other
Disciplines and
Expand Knowledge
b. Use knowledge of Latin in understanding a specialized vocabulary in such fields as mathematics and geography.
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
Competency
Omnibus Workbook pp. 25, 44, 51, 78, 80
5. Reinforce and
further knowledge
of other disciplines
through study of
classical language.
16
Strand
Connections
Goal
Connect with other
Disciplines and
Expand Knowledge
Competency
6. Expand
knowledge through
the reading of Latin
and study of
ancient culture.
a. Acquire information about the Greco-Roman world by reading passages of Latin with a culturally authentic setting.
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
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
• Medicine, science, craftsmanship: Stage 18, pp. 114-124; Stage 20, pp. 163-172
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, 14, 21-25, 28-32, 37-39, 45-47, 54-57, 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
b. Recognize plots and themes of Greco-Roman myths in the literature of other cultures.
Student Book
Mythological references, pp. 66, 67, 111, 119, 133, 137, 141, 151, 153, 154-158
Historical personages, events, and themes, pp. 17, 18, 19, 20, 23, 24, 51, 64, 65, 66, 67, 68, 77, 83, 84, 86,105, 106, 108, 109, 133, 240243
Teacher’s Manual pp. 10-11,33,39-40,47-48,65
Omnibus Workbook pp. 62
c. Demonstrate knowledge of the geography of the ancient world and connect it to the modern world.
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
17
Teacher’s Manual pp. 15-18,44,57
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
Competency
7. Recognize and
use elements of the
Latin language to
increase knowledge
of the students’
own language.
Omnibus Workbook pp. 9, 12, 31, 45, 55
a. Demonstrate a basic knowledge of Latin roots, prefixes, and suffixes by recognizing them in English words of Latin origin.
Student Book
Each Stage provides a Word Study section in which Latin roots, prefixes, and suffixes are connected to English vocabulary, pp. 25, 49,
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
b. Understand some Latin phrases, mottoes, and abbreviations used in English.
Student Book A.D. (passim)
Teacher’s Manual pp. 18, 26, 33, 41-42, 49, 57, 66-67, 73
Omnibus Workbook pp. 20, 51, 69, 80
c. Demonstrate an understanding of basic language patterns of English as students relate to the structure of Latin.
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
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
Omnibus Workbook pp. 27, 37, 41, 51, 56, 62, 77
a. Look at the architectural features of the buildings around, and recognize the Greco-Roman elements in them.
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
18
Competency
8. Compare and
contrast own
culture with that of
the Greco-Roman
world.
•
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
b. Compare and contrast aspects of the students’ own public and private lives to those of the Greeks and Romans.
Student Book
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
c. Compare the themes and heroes of classical mythology to the themes and heroes of own folklore and culture.
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
19
Strand
Communities
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
9. Use knowledge
of Latin in a
multilingual world.
a. Present and exchange information about students’ language experience 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:
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.18,26,3334,50,58,67,74
Omnibus Workbook Short Latin stories and role plays can be shared with others outside of class, pp. 18, 20, 54, 65-66, 74
b. Recognize the influence of Latin in the specialized languages of 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
20
Strand
Communities
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
10. Use knowledge
of Greco-Roman
culture in a world
of diverse cultures.
a. Recognize from study of Greco-Roman culture that cultural diversity has been an integral feature of society from antiquity.
Student Book
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.
b. Share with others in schools and communities understanding of cultural differences in the Greco-Roman world.
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)
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
21
Cambridge Latin Course Unit 3 Third Edition Student Book
0521 34382-8
Note: Unit 3 is used as the text for Level II
Strand
Communication
Goal
Communicate in a
Classical Language
Competency
1. Read, understand
and interpret Latin.
Suggested Teaching Objectives
with Cambridge Latin Course citations
a. Read words, phrases, and simple sentences, and relate them to pictures, and/or other words, phrases, and simple sentences.
b. Demonstrate reading comprehension by answering simple questions in Latin or English about short passages of Latin.
c. Demonstrate knowledge of vocabulary, basic inflectional systems, and syntax appropriate to reading level.
d. Read and understand passages of Latin composed for acquisition of content and language skills.
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
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
22
Strand
Communication
Goal
Communicate in a
Classical Language
e. Read and understand, with appropriate assistance, passages of Latin adapted from original authors.
Student Book
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.
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
Teacher’s Manual pp. 50, 59, 72, 87, 100, 115, 126, 128-129, 139, 143-144, 149-150; diagnostic tests 168-180
Competency
Workbook pp. 26-27, 28-29, 38-39, 42-44, 63-64
1. Read, understand
and interpret Latin.
f. Read and understand short unadapted passages of Latin when provided with appropriate assistance.
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
g. Demonstrate reading comprehension by interpreting the meaning of passages read.
Student Book
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 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
23
Strand
•
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
Communication
Teacher’s Manual pp. 50, 59, 72, 87, 100, 115, 126, 128-129, 139, 143-144, 149-150; diagnostic tests 168-180
Goal
Communicate in a
Classical Language
Competency
1. Read, understand
and interpret Latin.
Workbook pp. 26-27, 28-29, 38-39, 42-44, 63-64
h. Recognize typical content and stylistic features of authors read.
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 used as a second-year Latin text, the content and styles of these and additional authors’ works are found in Unit 4, the
third-year text.
Teacher’s Manual pp. 122,132-133, 142-144,153-154
Workbook pp. 26, 28, 63
i. Demonstrate knowledge of vocabulary, 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. 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
24
Strand
Communication
Goal
Communicate in a
Classical Language
Competency
2. Use orally, listen
to, and write Latin
as part of the
language learning
process.
a. Recognize and reproduce the sounds of Latin.
b. Respond to simple questions, statements, commands, and other stimuli.
c. Sing songs in Latin.
d. Write simple phrases and sentences in Latin.
e. Read Latin aloud with accurate pronunciation, meaningful phrase grouping, and appropriate voice inflection, by imitating the
models heard.
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
f. Respond 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
g. 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
25
•
•
•
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
Strand
Cultures
Goal
Gain Knowledge
and Understanding
of Greco-Roman
Culture
Competency
3. Develop a basic
understanding of
the perspectives of
Greco-Roman
culture.
Workbook pp. 10-11, 57-58, 59, 66
a. Identify the principal Greek and/or Roman deities and heroes by their names, deeds, and spheres of influence, in part by reading
passages of Latin.
b. Demonstrate knowledge of selected facts of the history and geography of the ancient world.
c. Demonstrate a more extensive knowledge of Greco-Roman history and mythology gained from the Latin texts read.
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.
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. 74-76, 98, 103, 137-139
Workbook pp. 5, 6, 7, 20, 21, 38, 40, 41, 63, 68-70
d. Demonstrate a basic knowledge of Greco-Roman philosophy, literature, and religion.
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.
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).
26
Strand
a. Demonstrate a basic knowledge of the private and public life of the ancient Greeks or Romans, gained in part from the Latin texts read.
b. Recognize basic architectural features and art forms of the Greeks and/or Romans.
Cultures
Goal
Gain Knowledge
and Understanding
of Greco-Roman
Culture
Competency
4. Understand the
practices and
products of the
Greco-Roman
culture.
c. Extend students’ knowledge of the private and public life of the ancient Greeks or Romans through their reading of Latin texts.
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. 2433, 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
d. Recognize the major architectural style, art forms, and some artifacts of the Greeks and/or Romans.
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
27
Teacher’s Manual pp. 19, 26-27, 29-30, 35-38, 39-40, 55, 74, 77, 82, 95, 102, 104, 111-113, 120
Strand
Workbook pp. 5-7, 8-9, 30-31, 45-47
a. Recognize and use Roman numerals and vocabulary associated with counting.
b. Use knowledge of Latin in understanding a specialized vocabulary in such fields as mathematics and geography.
Connections
Goal
Connect with other
Disciplines and
Expand Knowledge
c. Recognize and make connections with Latin terminology in the sciences and technology.
d. Recognize and make connections with Latin terminology in the social sciences and history.
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
context(s) and discipline(s) of their reading, pp. 22, 38, 53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242, 259.
Teacher’s Manual pp. 157-166; bibliography pp. 194-200
Competency
5. Reinforce and
further knowledge
of other disciplines
through study of
classical language.
Strand
Connections
Goal
Connect with other
Disciplines and
Expand Knowledge
Competency
6. Expand
knowledge through
the reading of Latin
and study of
a. Acquire information about the Greco-Roman world by reading passages of Latin with a culturally authentic setting.
b. Recognize plots and themes of Greco-Roman myths in the literature of other cultures.
c. Demonstrate knowledge of the geography of the ancient world and connect it to the modern world.
d. Acquire information about the Greco-Roman world by reading adapted or selected Latin sources.
Student Book
Students gain awareness of Greco-Roman world 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:
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
28
ancient culture.
Strand
Connections
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
Goal
Connect with other
Disciplines and
Expand Knowledge
Competency
6. Expand
knowledge through
the reading of Latin
and study of
ancient culture.
e. Connect knowledge of ancient history, social, and political systems to events and systems in the modern world.
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
f. Connect knowledge of the Latin language to literature and artistic achievement.
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, 150-
29
152, 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.
Teacher’s Manual pp. 26, 35, 45, 54, 73, 101
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
Competency
7. Recognize and
use elements of the
Latin language to
increase knowledge
of the students’
own language.
Workbook pp. 56-57, 61-62
a. Demonstrate a basic knowledge of Latin roots, prefixes, and suffixes by recognizing them in English words of Latin origin.
b. Understand some Latin phrases, mottoes, and abbreviations used in English.
c. Demonstrate an understanding of basic language patterns of English as students relate to the structure of Latin.
d. Show the relationship of Latin words to their derivatives and cognates in English.
Student Book
Students work specifically with derivatives in the Word Search sections pp. 22, 38, 53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242,
259,
e. Show an increased English vocabulary of words from or related to Latin.
Student Book
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.
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
f. Compare and contrast the language patterns and grammar of Latin to the structure and grammar of English.
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, 150-
30
152, 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.
Teacher’s Manual pp. 26, 35, 45, 54, 73, 101
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
Competency
8. Compare and
contrast own
culture with that of
the Greco-Roman
world.
Workbook pp. 56-57, 61-62
a. Look at the architectural features of the buildings around, and recognize the Greco-Roman elements in them.
b. Compare and contrast aspects of the students’ own public and private lives to those of the Greeks and Romans.
c. Compare the themes and heroes of classical mythology to the themes and heroes of own folklore and culture.
d. Identify elements in own art and literature that have their basis in the Greco-Roman world.
Student Book
Students may identify:
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
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
e. Reflect on classical influence in political institutions, law, and history in own culture.
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
Workbook pp. 65, 66, 67
31
f. View in own reading of modern stories and literature the influence of the myths and literature of the ancient world.
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
Strand
Workbook pp. 38, 63, 68-70
a. Present and exchange information about students’ language experience to others in the school and community.
b. Recognize the influence of Latin in the specialized languages of various professional fields.
Communities
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
9. Use knowledge
of Latin in a
multilingual world.
c. Combine the tools of technology with classical language skills to communicate with other students in a global community.
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
d. Interact with community members who are involved in a variety of careers to understand how they have used their study of classical
languages.
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
32
Strand
a. Recognize from study of Greco-Roman culture that cultural diversity has been an integral feature of society from antiquity.
b. Share with others in schools and communities understanding of cultural differences in the Greco-Roman world.
Communities
c. Compare the issues that reveal cultural differences in the ancient world with similar issues in modern cultures.
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
10. Use knowledge
of Greco-Roman
culture in a world
of diverse cultures.
Rome: a melting pot of beliefs, interests, and social divisions: Latin pp. 206-207, 208-211, 213-215, 226-227, 227-233
Social divisions: patronage, pp. 191-194, 202-203; classes, pp. 218-220; freedmen pp.244-251, 255-258
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;
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
Beliefs and superstitions: pp. 2-13, 16-21, 24-33, 36-37, 40-45, 48-52, 213-214, 220-222, 237-238
d. Combine the tools of technology with knowledge of Greco-Roman culture to share cultural experiences.
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. Topics include:
City life, pp. 150-152,166-169,199-201,
Entertainment, p. 226-229, 238-241,
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
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;
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;
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,
33
194-200
34
Cambridge Latin Course Unit 4 Third Edition Student Book
0521 34380-1
Note: Unit 4 is used as the text for Level III
Strand
Communication
Goal
Communicate in
a Classical
Language
Competency
1. Read,
understand and
interpret Latin.
Suggested Teaching Objectives
with Cambridge Latin Course citations
a. Read words, phrases, and simple sentences, and relate them to pictures, and/or other words, phrases, and simple sentences.
b. Demonstrate reading comprehension by answering simple questions in Latin or English about short passages of Latin.
c. Demonstrate knowledge of vocabulary, basic inflectional systems, and syntax appropriate to reading level.
d. Read and understand passages of Latin composed for acquisition of content and language skills.
e. Read and understand, with appropriate assistance, passages of Latin adapted from original authors.
f. Read and understand short unadapted passages of Latin when provided with appropriate assistance.
g. Demonstrate reading comprehension by interpreting the meaning of passages read.
h. Recognize typical content and stylistic features of authors read.
i. Demonstrate knowledge of vocabulary, inflectional systems, and syntax appropriate to reading level.
j. Read and understand prose and poetry of selected authors with appropriate assistance.
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
Latin 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,
35
Strand
Communication
Goal
Communicate in
a Classical
Language
Competency
1. Read,
understand and
interpret Latin.
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
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
k. Interpret the meaning of the 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, 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
Teacher’s Manual pp. 40, 44, 74, 160-161, 192
Workbook pp. 24, 26-27, 34-35, 36-37
l. Recognize, explain, and interpret content and features of style of the authors read.
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
36
Strand
Communication
• 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
Goal
Communicate in
a Classical
Language
Competency
1. Read,
understand and
interpret Latin.
m. Demonstrate knowledge of vocabulary, inflectional systems, and syntax appropriate to the authors read.
Student Book
Students learn to recognize the elements and structure of the Latin used by the various authors 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, 172173, 186, 190-191, 193, 204, 208-209, 214, 225-226, 228, 231, 243, 248, 263, 268, 271-272
Students demonstrate their knowledge of vocabulary and structure used by selected authors 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 like that experienced in their reading 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
Strand
Communication
Goal
Communicate in
a Classical
Language
Competency
2. Use orally,
listen to, and
write Latin as
part of the
language
Workbook pp. 5, 18-20, 25-26, 29-31, 32-33, 38-39, 45
a. Recognize and reproduce the sounds of Latin.
b. Respond to simple questions, statements, commands, and other stimuli.
c. Sing songs in Latin.
d. Write simple phrases and sentences in Latin.
e. Read Latin aloud with accurate pronunciation, meaningful phrase grouping, and appropriate voice inflection, by imitating the models
heard.
f. Respond to questions, statements, commands, and other stimuli.
g. Write phrase and sentences in Latin.
h. Read Latin prose and poetry aloud with attention to such features as metrical structure, meaningful phrase grouping, 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
37
learning
process.
Strand
Communication
dialogue, and/or actions, e.g. pp. 39-42, passages structured as a dialogue, e.g. 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
Goal
Communicate in
a Classical
Language
Competency
2. Use orally,
listen to, and
write Latin as
part of the
language
learning
process.
i. Respond appropriately to more complex spoken and written Latin.
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, 63-67,
69-72, 74-78, 80-85, 87-88, 91-92, 93, 106-108; Latin responses to stimuli pp. 24, 67
j. Write short passages 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. 166-169,
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, 3839, 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, 170-173, 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
38
Strand
Cultures
a. Identify the principal Greek and/or Roman deities and heroes by their names, deeds, and spheres of influence, in part by reading passages
of Latin.
b. Demonstrate knowledge of selected facts of the history and geography of the ancient world.
c. Demonstrate a more extensive knowledge of Greco-Roman history and mythology gained from the Latin texts read.
d. Demonstrate a basic knowledge of Greco-Roman philosophy, literature, and religion.
Goal
Gain
Knowledge and
Understanding
of GrecoRoman Culture
Competency
3. Develop a
basic
understanding
of the
perspectives of
Greco-Roman
culture.
e. Demonstrate a broad knowledge of Greco-Roman history and mythology.
Student Book
History: 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 37 and 40
(Imperial council and law), 41 (Turkey and provinces), 48 (Nero and Agrippina). See pp. 34-42, 45-50, 93-110, 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
Mythology and legends in 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 history: pp. 41, 46-48, 51, 82, 84-85, 94-97, 110, 136, 194-195; myths and legends pp. 126-127, 128-130
Workbook history: pp. 10-14, 21-22, 26-27, 34-35, 40-41, 48-49, 50-52, 54-55, 91-92, 106-107; myths and legends pp. 69-70, 80, 82-83
f. Demonstrate knowledge of an author, a genre, and/or a literary period gained from authentic materials and unadapted texts in Latin.
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
39
•
•
Strand
Cultures
Goal
Gain
Knowledge and
Understanding
of GrecoRoman Culture
Competency
3. Develop a
basic
understanding
of the
perspectives of
Greco-Roman
culture.
Strand
Cultures
Goal
Gain
Knowledge and
Understanding
of GrecoRoman Culture
Competency
4. Understand
the practices
Suetonius, Life of Domitian: selections, pp. 346, 348, 350
laudatio pp. 166-169
Workbook pp. 24, 59-62, 63-67, 87-89
Teacher’s Manual pp. 99, 100, 103, 109, 130-131, 139, 141, 143, 145, 146, 147-148, 150-151, 176, 177, 210
g. Demonstrate knowledge of philosophy, religion, and music of the ancient Greeks/Romans.
Student Book
Religion and belief systems: pp. 276, 279
Myths and heroes, pp. 63, 80-83,125, 140-141, 150-154, 177, 179-190, 194, 205-206, 236-247, 250-255, 348-349
Philosophy as expressed and experienced by the authors of various kinds of writings and literature, including:
• Ovid: Metamorphoses and Ars Amatoria, 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
• laudatio pp. 166-169
a. Demonstrate a basic knowledge of the private and public life of the ancient Greeks or Romans, gained in part from the Latin texts read.
b. Recognize basic architectural features and art forms of the Greeks and/or Romans.
c. Extend students’ knowledge of the private and public life of the ancient Greeks or Romans through their reading of Latin texts.
d. Recognize the major architectural style, art forms, and some artifacts of the Greeks and/or Romans.
e. Expand students’ knowledge of private and public life of the ancient Greeks or Romans by reading an interpreting authentic texts.
Student Book
Insights into public and private life through selected authors’ authentic texts:
• 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
40
and products of
the GrecoRoman culture.
Strand
Cultures
Goal
Gain
Knowledge and
Understanding
of GrecoRoman Culture
Competency
4. Understand
the practices
and products of
the GrecoRoman culture.
• 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
Students may further 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. Grouped by subject these topics include:
• 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
f. Demonstrate knowledge of the archeological record of the Greeks or Romans.
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,
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
41
Strand
Connections
Goal
Connect with
other
Disciplines and
Expand
Knowledge
Competency
5. Reinforce and
further
knowledge of
other disciplines
through study of
classical
language.
Strand
Connections
Goal
Connect with
other
Disciplines and
Expand
Knowledge
Competency
6. Expand
a. Recognize and use Roman numerals and vocabulary associated with counting.
b. Use knowledge of Latin in understanding a specialized vocabulary in such fields as mathematics and geography.
c. Recognize and make connections with Latin terminology in the sciences and technology.
d. Recognize and make connections with Latin terminology in the social sciences and history.
e. Demonstrate in written and spoken vocabulary knowledge of philosophical legal, artistic, and musical terms associated with Latin.
f. Demonstrate knowledge of Latin terminology in the social sciences and history.
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
a. Acquire information about the Greco-Roman world by reading passages of Latin with a culturally authentic setting.
b. Recognize plots and themes of Greco-Roman myths in the literature of other cultures.
c. Demonstrate knowledge of the geography of the ancient world and connect it to the modern world.
d. Acquire information about the Greco-Roman world by reading adapted or selected Latin sources.
e. Connect knowledge of ancient history, social, and political systems to events and systems in the modern world.
f. Connect knowledge of the Latin language to literature and artistic achievement.
g. Acquire information about the Greco-Roman world by reading Latin literary and non-literary sources.
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
42
knowledge
through the
reading of Latin
and study of
ancient culture.
Strand
• 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
Information about the Greco-Roman world through categories of authentic writing, specifically: 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
Teacher’s Manual pp. 51-53, 54-56, 57-60, 61-62, 76-77, 118-119, 122-123, 124-125
Connections
Workbook pp. pp. 3, 34-35, 36-37, 68, 74-78, 91-92, 93
Goal
Connect with
other
Disciplines and
Expand
Knowledge
Competency
6. Expand
knowledge
through the
reading of Latin
and study of
ancient culture.
h. Transfer knowledge of Latin literature to understanding of world literature.
Student Book
Students are provided in Unit 4 with a rich variety of ways to explore the impact and influence of Latin literature on world literature.
First of all students may note that Roman authors provided a rich repertoire of styles, 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.
Next, students may read for themselves Latin authors and, through the analysis provided in the text and the experiences in English / world
literature classes, come to realize that the words, themes, and even the identity of the author himself may be found in great literature of the
world.
• 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
In addition, students may take note of world literature’s great dependence on the Greco-Roman world’s mythological references, pp. 63, 8083,125, 140-141,150-154, 177, 179-190, 194, 205-206, 236-247, 250-255, 348-349
i. Develop knowledge of the influence of Greco-Roman mythology, history, social and political systems, and artistic achievements on
world cultures.
43
Student Book
Students may make note of the Greco-Roman influence in the areas of:
• Mythology, 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,
257-270, 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, 166168, 221-227, 232, 258-270, 274-275, 279, 340-341, 342-344, 346-352; general historical overview pp. 157, 408-409
• Roman civil life, politics, and government in Rome AD 83 –90 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
• Law and Roman courts: 94-103,105,106-109
• 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,
254, 265, 267, 278, 280
• engineering, pp. 119-121, 125-129
Teacher’s Manual pp. 11, 47, 51, 57, 96, 111, 136, 137, 139, 154, 195
Strand
Comparisons
Goal
Develop Insight
into Own
Language and
Culture
Workbook pp. 19, 20, 32-33, 34, 38, 40, 46, 68, 69-70, 71, 74-75, 80-81, 87
a. Demonstrate a basic knowledge of Latin roots, prefixes, and suffixes by recognizing them in English words of Latin origin.
b. Understand some Latin phrases, mottoes, and abbreviations used in English.
c. Demonstrate an understanding of basic language patterns of English as students relate to the structure of Latin.
d. Show the relationship of Latin words to their derivatives and cognates in English.
e. Show an increased English vocabulary of words from or related to Latin.
f. Compare and contrast the language patterns and grammar of Latin to the structure and grammar of English.
g. Show the relationship of Latin words to their derivatives and cognates in English and apply some principles of word building and word
transfer.
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
Competency
Teacher’s Manual p. 97
7. Recognize
and use
elements of the
Latin language
to increase
knowledge of
Workbook p. 4
h. Demonstrate an enhanced ability to read, write, understand, and speak English based on the vocabulary and grammar of 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
44
the students’
own language.
the end of the Unit. Through this careful, incremental growth, students may effectively apply what they have learned abou the vocabulary
and structure of Latin to their individual use of English. See: 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, 213214, 229-230, 248-250, 272-273; 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
Strand
Comparisons
Goal
Develop Insight
into Own
Language and
Culture
Competency
8. Compare and
contrast own
culture with that
of the GrecoRoman world.
Workbook pp. 5, 9, 15, 23, 63-65, 86
a. Look at the architectural features of the buildings around, and recognize the Greco-Roman elements in them.
b. Compare and contrast aspects of the students’ own public and private lives to those of the Greeks and Romans.
c. Compare the themes and heroes of classical mythology to the themes and heroes of own folklore and culture.
d. Identify elements in own art and literature that have their basis in the Greco-Roman world.
e. Reflect on classical influence in political institutions, law, and history in own culture.
f. View in own reading of modern stories and literature the influence of the myths and literature of the ancient world.
g. Recognize the influence of Greco-Roman history, private and public life, art, and architecture on students’ own world, and make
comparisons and draw conclusions based on that knowledge.
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
• 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,
180-189, 200-212, 236-246
• Inscriptions 175
Students may search for cultural topics of personal interest in the Index pp. 398-404.
45
Teacher’s Manual pp. 69, 109, 111, 165, 197, 198
Workbook pp. 59-62, 63-65
h. Compare and contrast elements of the literature, mythology, and philosophy of students’ own world with that of the ancient world.
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.
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
• Mythological references, pp. 63, 80-83,125, 140-141,150-154, 177, 179-190, 194, 205-206, 236-247, 250-255, 348-349
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, 2325; content, pp. 74-78, 80-83, 140-150, 180-189, 200-212, 236-246
Teacher’s Manual pp. 37, 46-47, 111, 115, 194-195, 245-247
Strand
Communities
Workbook pp. 87-89
a. Present and exchange information about students’ language experience to others in the school and community.
b. Recognize the influence of Latin in the specialized languages of various professional fields.
c, Combine the tools of technology with classical language skills to communicate with other students in a global community.
d. Interact with community members who are involved in a variety of careers to understand how they have used their study of classical
languages.
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
e. Use knowledge of Latin to communicate with the student and adult community of classical language learners.
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, 229-230,
248-250, 272-273
• noting Latin’s influence on English, pp. 16, 32, 52, 72, 92, 110, 138, 158, 178, 197, 218, 233, 256, 280
9. Use
46
knowledge of
Latin in a
multilingual
world.
Teacher’s Manual pp. 11, 250-256
Workbook pp. 79, 94-95
f. Use knowledge of Latin in learning other languages.
Student Book
Students are presented with the elements of Latin to learn about, practice, and use as foundation and comparison in the learning of additonal
languages 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, 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
Teacher’s Manual pp. 35, 45, 56, 62, 65, 75, 77, 86, 90, 105, 109, 121, 130, 163
Strand
Communities
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
10. Use
knowledge of
Greco-Roman
culture in a
world of diverse
Workbook pp. 5, 9, 15, 23, 63-65, 86
a. Recognize from study of Greco-Roman culture that cultural diversity has been an integral feature of society from antiquity.
b. Share with others in schools and communities understanding of cultural differences in the Greco-Roman world.
c. Compare the issues that reveal cultural differences in the ancient world with similar issues in modern cultures.
d. Combine the tools of technology with knowledge of Greco-Roman culture to share cultural experiences.
e. Participate in the community of classical scholars in cultural events, contests, lectures, and scholarship.
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
47
cultures.
•
•
•
•
•
•
Strand
•
•
•
•
•
•
•
Communities
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
10. Use
knowledge of
Greco-Roman
culture in a
world of diverse
cultures.
•
•
•
•
•
•
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, 166-168,
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
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, 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, 271272
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
f. Show evidence of connecting the past to the present by applying knowledge of ancient culture to thoughts and actions.
Through their experience of Units 1-4, students have entered into the lives and thoughts of the Romans and Greeks, reflected on multitudes of
aspects of the lives of the ancients and how those lives compare and contrast with their own, and discussed with peers and adults those aspects
of the thoughts and actions of the Greeks and Romans the students may incorporate with greater consciousness into their daily lives. Such
aspects include but are not at all limited to:
• Religion and belief systems, pp. 276, 279
• 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
• Appreciation of education and literature: skill of recitation, pp. 18-21, 23-25; concepts and literary pieces, pp. 74-78, 80-83, 140-150,
48
•
180-189, 200-212, 236-246
Appreciation of 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
49