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For Educators
This page will be a clearinghouse of information regarding IB Latin & Greek, AP Latin and other topics that are important to Latin and Greek educators. If you have any information that you think worthy to post here, please contact Ginny Lindzey at webmistress@promotelatin.org.
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Books on the History of Classics (6/10/02)
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Dr J's Audio/Visual Resources (2/10/02)
Books on the History of Classics
Peter Cohee was kind enough to provide this list of books on the history of the pedagogy of classics, particularly Latin, which all teachers should be familiar with.
- Meyer Reinhold, Classica Americana (1987)
- Sally Davis et al., Classics in American Schools (1987)
- Wolfgang Haase and Meyer Reinhold, eds. 1994. The Classical Tradition in the Americas. Vol. I: European Images of the Americas and the Classical Tradition. Part 1. New York, NY: DeGruyter
- Carl J. Richard, The Founders and the Classics: Greece, Rome, and the American Enlightenment (1995)
- Richard A. LaFleur, Latin for the 21st Century (1997)
- Christopher Stray, Classics Transformed: Schools, Universities, and Society in England, 1830-1960 (1998)
- E. Christian Kopff, The Devil Knows Latin. Why America Needs the Classical Tradition (1999)
- Françoise Waquet, Latin, or The Empire of a Sign (2001)
- Joseph Farrell, Latin Language and Latin Culture (2001)
- John C. Shields, The American Aeneas. Classical Origins of the American Self (2001)
- Caroline Winterer, The Culture of Classicism: Ancient Greece and Rome in American Intellectual Life, 1790-1910 (2002)
Dr J's Audio/Visual Resources for Classics
I am delighted to announce that the new, updated, fully searchable on-line Audio-Visual Resources for Classics website is now ready for general consumption. It's all about promoting classics in and out of the classroom. Thanks to all who have written both off-list and on - I have culled a lot of information and gotten a lot of ideas from discussions on this list. Thanks particularly to David Meadows for helping me to spread the word this am - please feel free to pass this notice along to any list or individual who might be looking for av materials about the classical world: videos, cds, tapes, posters, slides, maps, activity books, ... If you know of any products I have missed (terribile dictu) please do let me know. Self-nominations are welcome. :)
new URL:
http://lilt.ilstu.edu/drjclassics2
old URL (will forward you):
http://www.drjclassics.com
Lots has changed in the past two years since I first posted this website; there are tons more products and more (and different) distributors. I have added several categories of information, including an expanded section on the Classical Legacy (in culture, in the English language, in Shakespeare, and in film - on video and on DVD). Historical fiction on tape is new, too. New material in philosophy (Augustine, Plato, much more) has flooded the market. New material on Roman-Conquered Lands has caused me to change the title of the section that began as simply "Roman Britain" - it's big, now. The Elementary/Middle School section is bigger than ever. Lots of fabulous new products available. And the Miscellaneous category has all sorts of stuff in it, mostly provided by classics organizations.
Here is a brief run-down on how the on-line version differs from the print version coming out in a March/April special edition in _Classical World_ (together again with Judith Sebesta's very useful Textbook Survey):
extensive descriptions of products, including complete lists of titles for lectures on tape, tracks on music cds, narrators of videos, readers of books on tape, etc. entire topics eliminated from the print version (Databases, Ancient Near/Middle East, Elementary Aesop, etc., as well as an expanded section concerning classics Miscellanea of all sorts) some new categories of products (e.g., historical fiction on audio cd and cassette) internet-only vendors (e.g., Amazon.com and eToys) cyber-only items (e.g., RealAudio recordings of ancient music and literature; digitized recordings downloadable for a fee; interactive/visual websites providing 3D reconstructions or virtual tours of archaeological sites) hyperlinks from each item to its distributors' on-line catalog pages hyperlinks to on-line reviews of products when available hyperlinks to free downloads or preview clips items available for rent only (PSU and IU Library inventories are fully indexed)
The document has just shy of 12,000 hyperlinks in it (half and half, external and internal) so while I will be happy to make a note of dead or incorrect links as you send them to me, please have mercy if you can't find what you need right away, and if it's not fixed right away - I do have a day job! And I was dismayed to learn that after I programmed links to several distributors' websites, their internal design prevents these links from working. And my own site redesign has killed some links as well. But please do let me know if something doesn't work, even if you think I might know about it already.
And despite my love for all things web, there is much to be said for being able to hold a portable document in your hand. If you don't already subscribe to CW (it's well worth it!), you can find information on the on-line av website (http://lilt.ilstu.edu/drjclassics2) and at http://www.caas-cw.org about how to get offprints (once we have some).
I hope you find this collection of material useful.
Thanks! Cheers, Janice
Janice Siegel (aka Dr. J)
Editor, Survey of Audio-Visual Resources of Classics Assistant Professor of
Classics
Illinois State University
Normal, Illinois 61790
(309) 438-3583
jfsiege@ilstu.edu
Standards for Classical Language Learning
Standards for Classical Language Learning is published off of the Committee for the Promotion of Latin website maintained by Tom Sienkewicz with the permission of Sheila Dickison, President of the American Classical League.
Requires Adobe Acrobat Reader installed on your computer. To obtain this software, please click here.
New Info Regarding IB
The International Baccalaureate Organization has developed an Online Curriculum Center, accessible through the web at www.IBO.org. On this web site there is a discussion page which takes the viewer to an all-classics discussion group devoted entirely to IB discussion, curriculum, suggestions, etc. The site is new for the classics and all IB teachers whose schools have access codes are invited--encouraged!--to log on and ask, or suggest, or comment on the IB curriculum, materials, whatever strikes their fancy. The site is maintained by the IB organization, and although as of this writing the section was incomplete (syllabus and assessment guides were not up yet), it is being prepared this fall and should be up and running by the time this article is published. The discussion page was open as of August 24. If yours is an IB-affiliated school, check with your Coordinator for your school's access code and join us on-line!
Carol Murphy, Online Curriculum Coordinator for the Classics International Baccalaureate Organization cmurphy@mail.ccsd.k12.co.us
New Curriculum Presented for the International Baccalaureate
(NOTA BENE: I believe this is NOT official yet, but the recommendation.)
In January and April of 2000, a curriculum review was held in Cardiff, Wales, UK for the purpose of readying the Classics for the move from Group 6 to Group 2 , Language B. A summary report was sent to all schools currently participating in the International Baccalaureate program; included therein was a survey for all teachers of Classical Latin and Greek. Changes were mostly in the prescribed authors and topics, and will appear in full in the new VADE MECUM, following current IBO practice. A copy of the Curriculum Review Report was distributed to those in attendance at the ACL conference in Bloomington, but may also be obtained from your IB Coordinator or IBO. A summary is as follows:
Paper 1 (HL) Balance of marks will change to 35 for the translation and 5 for the questions on the passage. The passage to be translated will be in 2 sections, totaling 120, rather than 100 words.
Paper 1 (SL) In accordance with the rule that SL examinations should total no more than 3 hours, paper 1 will be reduced to 1 hour. The passage for translation will be shorter, at approximately 70 words.
Paper 2 (HL and SL) Assessment criteria will change.
Individual Study (HL only) There will be three options: A, B and C.
- A: Research Study (similar to existing option). This is a 2000 word research paper.
- B: Oral Presentation. This requires the student to read aloud one or more passages in Latin, totaling no more than 10 minutes, and to supply a written commentary.
- C: Latin Composition. The candidate will be required to translate a single piece of verse or prose, written in English, French or Spanish, into Latin in the style of a classical author, and to supply a written statement. This is NOT a "creative writing" exercise.
PRESCRIBED AUTHORS AND TOPICS (Latin)
(N.B. Included in the report to schools distributed in May was a ballot, upon which classics teachers were asked to vote among several choices for authors. The choices presented were as follows:)
Higher Level Standard Level
Livy
Ovid
Ovid Caesar
Livy
Caesar
In addition, the prescribed topics will be increased from four to five. The first four sill be as follows:
TOPICS AUTHORS
Roman Epic Virgil
Tacitus' presentation of policy Tacitus
Cicero's political speeches Cicero
Love Poetry Horace, Catullus, Ovid,
Propertius
The fifth topic was also part of the ballot to teachers, with a choice presented between--
Topic Author
Roman satire Juvenal, Petronius
or
The Letters of Pliny
Pliny
The specific works require more space than is appropriate here, but a summary follows:
Higher Level Latin
Vergil text moves from AENEID Book IV to AENEID Book II
In translation:
AENEID 1, remainder of 2, 4 & 6 Tacitus : ANNALS XV 18 - 23 and 32 - 74
In translation: XIII, XIV, XVI and remainder of XV Cicero moves from
Cataline to the PRO CAELIO, sec. 1 - 50
In translation, PRO CAELIO 51 - end,
& PRO MILONE
Love Poetry:
Horace Odes I.5, I.,11, I.22, I.23, I.25;
II.4, II.12, III.9, III.10, III.26 and IV.11
Catullus: 2, 5, 7, 8, 45, 51,
62, 70, 72, 83, 85, 86, 87, 92, and 109
Ovid: Amores I.1, I.3, I.9, I.11,
I.12 and III.15
In translation, Propertius, Books 1, 2, and 3
The specific readings from Roman satire and the Letters of Pliny the Younger will be available once the choice has been made by classics teachers as to which author they prefer.
Standard Level Latin
Virgil: AENEID Book II, 1 - 401/ In translation Book II, 402 - end
Tacitus: ANNALS IX, chapters 38 - 65/In translation ANNALS XIV and rest of
IV
Cicero: PRO CAELIO, sections 1 - 30/ In translation PRO CAELIO 31 - end
Love poetry: Horace and Catullus, same as for HL/ In translation Ovid,
Amores 1
Classical Greek
HL prescribed Author: Xenophon
Topics Author Translation Epic Homer
Homer
ODYSSEY 21 & 22 1 - 380 ODYSSEY 1, 2, & 22, 381 - end plus: ILIAD 22
Tragedy Euripides
Euripides MEDEA 824 - end plus
MEDEA 1 - 823 HECUBA and
Sophocles ELECTRA
Comedy Aristophanes
Aristophanes WASPS 54 - 229 & 512
- 1008 WASPS 1 - 53, 230 - 511 & 1009 - end;
plus ACHARNIANS &
LYSISTRATA
History Herodotus
Herodotus Book 1, ch 26-58, 71, 76 Book 1, ch 1
- 25, 59 - 70, 72 - 75, ` 79 - 89, 84 - 92 77 - 78, 81 - 83, 93 - 94 plus
Thucydides, Book 7
Socrates Plato: APOLOGY Plato: EUTHYPHRO, CRITO, PHAEDO
Greek, Standard Level
The authors are identical to those in the HL, but the amount of lines is, obviously less.
Teachers are encouraged to obtain a full copy of the Curriculum Review Report, as mentioned at the beginning of this article, and to be aware that this syllabus will be tested for the first time beginning in May of 2003. This will not be the operative tested syllabus until the IB class beginning 2002 - 2003, please note.
This material was presented by Carol Murphy, the U.S. representative of the IB Curriculum Review Committee for 2000. cmurphy@mail.ccsd.k12.co.us
Links to IB Info:
The Vergil Course
Course Syllabus for AP Latin: Vergil
The course should cover the following lines from the Aeneid:
- Book 1: lines 1-519
- Book 2: lines 1-56, 199-297, 469-566, and 735-805
- Book 4: lines 1-448, 642-705
- Book 6: lines 1-211, 450-476, and 847-901
- Book 10: lines 420-509
- Book 12: lines 791-842, 887-952
- Total number of lines: 1,856
- Familiarity with the entire content of Books 1 through 12 will also be tested.
Abilities Tested
The AP Latin Exam will test some or all of the following abilities:
- to write a literal English translation of a Latin passage on the syllabus;
- to explicate specific words or phrases in context;
- to identify the context and significance of short excerpts from texts listed in the chosen syllabus;
- to identify and analyze characteristic or noteworthy features of the authors' modes of expression, including their use of imagery, figures of speech, sound effects, and metrical effects (in poetry only), as seen in specific passages;
- to discuss particular motifs or general themes not only suggested by passages but also relevant to other selections;
- to analyze and discuss structure and to demonstrate an awareness of the features used in the construction of a poem or an argument; and
- to scan the meters specified in the syllabus.
Reading and Translation
Critical appreciation of the Aeneid as poetry implies the ability to translate literally, to analyze, to interpret, to read aloud with attention to pauses and phrasing, and to scan the dactylic hexameter verse. Students should be given extensive practice in reading at sight and in translating literally so that their translations not only are accurate and precise, but also make sense in English.
The instructions for the translation questions, "translate as literally as possible," call for a translation that is accurate and precise. In some cases an idiom may be translated in a way that makes sense in English but is rather loose compared to the Latin construction. In general, however, students should remember that the tense, voice, number, and mood of verbs need to be translated literally; that subject-verb agreement must be correct; that a result clause should not be translated as a purpose clause; and so on.
The Meaning of "refer specifically to the Latin"
In the free-response section, when students are asked to "refer specifically to the Latin" to support their answers, they must write out the Latin and/or cite line numbers. They must also translate, accurately paraphrase, or otherwise make clear in their discussion that they understand the Latin. The students must demonstrate that they are drawing conclusions or support from the Latin text, and not from a general recall of the passage.
Meter, Scansion, and Figures of Speech in the Vergil Course
Students should know how to scan dactylic hexameter verse. Scansion includes indicating elision and the metrical quantities of syllables. Students should also be familiar with the figures of speech commonly used by Vergil in the Aeneid.
Roman Culture in the Vergil Course
Familiarity with pertinent Roman cultural, social, and political history and the study of the ancient epic as a literary genre are assumed. Although reading from the Iliad and Odyssey is not required, it is hoped that the teacher will point out parallels between the Aeneid and the works of Homer. The amount of time devoted to the AP Vergil course is flexible and depends on such factors as the extent and character of the students' prior training and general ability, as well as the teacher's own background and inclinations.
Links to AP Info:
The Latin Literature Course
Course Options
Teachers of this course may choose to follow one of the three following syllabi: Catullus-Cicero, Catullus-Horace, or Catullus-Ovid. Students are tested on their ability to read, translate, understand, analyze, and interpret the required poems of Catullus (approximately 600 lines) along with approximately 500 lines of selections from the second author studied (Cicero, Pro Caelio; Horace, Odes; or Ovid, Amores and Metamorphoses). On the day of the exam, students indicate which pair of authors they are prepared to be tested on. Grade reports will not indicate the choice of authors, and grades will be reported as Latin Literature. Teachers should ensure that the authors chosen by the students are indicated on their high school transcripts.
The Latin Literature course is designed to be taken only once.
Syllabi: Catullus, Cicero, Horace, and Ovid
The Catullus course should cover the following poems (as numbered in Mynor's Oxford Classical Text): 1, 2, 2b, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 22, 27, 31, 34, 35, 36, 43, 44, 45, 46, 49, 50, 51, 53, 62, 70, 72, 73, 75, 76, 77, 83, 84, 85, 86, 87, 92, 95, 95b, 96, 101, 107, 109.
The Cicero course should cover the following sections of the Pro Caelio:
- sections 1-9 (…cum artibus honestissimis erudiretur.)
- sections 21 (Neque ego id dico…)-22 (ratio cum ratione pugnabit)
- sections 30 (Sunt autem duo crimina…)-43 (…qui vellet excusatione defenderet.)
- sections 47 (Nihilne igitur illa vicinitas…)-50 (…ad se defendendum facultatem dabit.)
- sections 72 (M. vero Caelius)-77 (iam dies mitigaret)
- sections 79 (Quod cum huius vobis adulescentiam…)-80 end.
The Horace course should cover the following selections from the Odes:
- Book 1: 1, 5, 9, 11, 13, 22-25, 37, 38;
- Book 2: 3, 7, 10, 14;
- Book 3: 1, 9, 13, 30;
- Book 4: 7
and Sermones: 1.9
The Ovid course should cover the following texts:
Metamorphoses:
- Book 1: Daphne and Apollo (lines 452-567);
- Book 4: Pyramus and Thisbe (lines 55-166);
- Book 8: Daedalus and Icarus (lines 183-235);
- Book 8: Baucis and Philemon (lines 616-724);
- Book 10: Pygmalion (lines 238-297).
Amores:
- Book 1: 1, 1.3, 1.9, 1.11, 1.12, 3.15.
Abilities Tested
The AP Latin Exam will test some or all of the following abilities:
- to write a literal English translation of a Latin passage on the syllabus;
- to explicate specific words or phrases in context;
- to identify the context and significance of short excerpts from texts listed in the chosen syllabus;
- to identify and analyze characteristic or noteworthy features of the authors' modes of expression, including their use of imagery, figures of speech, sound effects, and metrical effects (in poetry only), as seen in specific passages;
- to discuss particular motifs or general themes not only suggested by passages but also relevant to other selections;
- to analyze and discuss structure and to demonstrate an awareness of the features used in the construction of a poem or an argument; and
- to scan the meters specified in the syllabus.
Reading and Translation
Students should be given extensive practice in translating literally and reading at sight so that their translations not only are accurate and precise, but also make sense in English. Teachers should not feel bound to limit their syllabus to the selections required for the examination. If time and the preparation of their students allow it, teachers may want to read additional selections of their own choosing.
The instructions for the translation questions, "translate as literally as possible," call for a translation that is accurate and precise. In some cases an idiom may be translated in a way that makes sense in English but is rather loose compared to the Latin construction. In general, however, students should remember that the tense, voice, number, and mood of verbs need to be translated literally; that subject-verb agreement must be correct; that a result clause should not be translated as a purpose clause; and so on.
Selections from the Oxford editions of Catullus, Cicero, Horace, and Ovid's Amores appear on the examination. For Ovid's Metamorphoses, selections from Goold's revision of the Loeb text appear.
The Meaning of "refer specifically to the Latin"
In the free-response section, when students are asked to "refer specifically to the Latin" to support their answers, they must write out the Latin and/or cite line numbers. They must also translate, accurately paraphrase, or otherwise make clear in their discussion that they understand the Latin. The students must demonstrate that they are drawing conclusions or support from the Latin text, and not from a general recall of the passage.
Meter, Scansion, and Figures of Speech
Scansion of the following meters is expected where appropriate: Alcaic, Sapphic, dactylic hexameter, the elegiac couplet, and the hendecasyllabic line. Scansion includes indicating elision and the metrical quantities of the syllables. (The last syllable of the line in all meters may be marked long.) Students should be familiar with the figures of speech commonly used by Catullus and either Cicero, Horace, or Ovid.
Roman Culture in the Latin Literature Course
Students should be familiar with the cultural, social, and political context of the literature on the syllabus. They should also have an understanding of the development of Latin lyric and elegiac poetry as literary genres. If students have opted for the Catullus-Cicero syllabus, they should also be familiar with Ciceronian style in particular and oratorical technique in general. Roman culture, society, and politics may be taught in a variety of ways; teachers need not introduce a separate unit on this material but may wish to incorporate it, where appropriate, into their discussions of the literature.
Links to AP Info:
Mailing Lists/Discussion Groups
- Latinteach: Send the message SUBSCRIBE LATINTEACH USERNAME@DOMAIN to the address MAJORDOMO@VLISTS.NET
- Latin: Send the message SUBSCRIBE LATIN USERNAME@DOMAIN to the address MAJORDOMO@VLISTS.NET
- AP-Latin: Send the message SUBSCRIBE AP-LATIN YourFirstName YourLastName to LISTPROC@ETS.ORG
- Diversitas: Send a blank note to Diversitas-subscribe@topica.com
- CambridgeLatin: Send a blank note to CambridgeLatin-subscribe@egroups.com
- IB Latin: Send a blank note to IBLatin-subscribe@egroups.com.
Useful Websites
There are many more useful sites than just the following. In fact, most of these sites have links to other worthwhile, useful sites. In addition, the NCLG Organizations page lists links to organizations that support NCLG.
