AP: Vergil / Caesar

Course Goals
The course is designed to complete the Caesar / Vergil syllabus as outlined in the AP Latin Course
Description. The students will gain the ability to read, translate, understand, analyze and interpret the
required lines of the Aeneid and the De Bello Gallico.
1. Required Readings in Latin
Caesar, De Bello Gallico
Book 1: Chapters 1-7
Book 4: Chapters 24-35 and the first sentence of chapter 36 (eodem die legati venerunt)
Book 5: Chapters 24-48
Book 6: Chapters 13-20
Vergil, Aeneid
Book 1: Lines 1-209, 418-440, 494-578
Book 2: Lines 40-56, 201-249, 268-297, 559-620
Book 4: Lines 160-218, 259-361, 659-705
Book 6: Lines 295-332, 384-425, 450-476, 847-899
2. Required Readings in English
Caesar, De Bello Gallico
Books 1, 6, 7
Vergil, Aeneid
Books 1, 2, 4, 6, 8, 12
3. Supplemental Readings
Catullus, Carmina
Poems 3, 5, 8, 11, 13, 31, 43, 45, 49, 51, 72, 76, 85, 92, 101
Cicero
Pro Caelio
Epistulae ad Atticum
De Re Publica
Horace, Odes
Odes 3: 2, 6, 8, 14, 21, 22, 24, 28, 30
Ovid, Metamorphoses
Various selections
Pliny the Younger, Epistulae
1.9, 1.12, 1.13, 2.1, 2.6, 2.20, 4.22, 5.9, 7.17, 7.27, 7.33, 8.24, 10.32, 10.33

Texts Caesar and Vergil

Boyd, Barbara, ed. Vergils Aeneid: Selections from Books 1, 2, 4, 6, 10, 12 Second edition. Wauconda,
IL: Bolchazy-Carducci, 2004.
Boyd, Barbara, ed. Vergils Aeneid: Selections from Books 1, 2, 4, 6, 10, 12 Teachers Edition. Second
edition. Wauconda, IL: Bolchazy-Carducci, 2004.
Bradley, Katerine, and Barbara Weiden Boyd. A Vergil Workbook. Wauconda, IL: Bolchazy-Carducci,
2006.
Cobbold, G.B., trans. Vergils Aeneid: Hero, War, Humanity. Wauconda, IL: Bolchazy-Carducci, 2005.
Mueller, Hans-Friedrich, Caesar, Selections from his Commentarii De Bello Gallico, Mundelein, IL:
Bolchazy-Carducci, 2012
Nousek, Deborah, and Rose Williams, A Caesar Workbook, Mundelein, IL: Bolchazy-Carducci, 2012
Pharr, Clyde, ed. Vergils Aeneid, With a Selective Bibliography by Alexander G. McKay. Wauconda, IL:
BolchazyCarducci, 1998.
Quinn, Stephanie, ed. Why Vergil? A Collection of Interpretations.
Wauconda, IL: Bolchazy-Carducci, 2000.
Sources Supplemental:
Barnes, E. J., J. T. Ramsey, Marcus Tullius. Cicero, and Sallust. Cicero and Sallust: On the Conspiracy of
Catiline. New York: Longman, 1988. Print.
Catullus, Gaius Valerius., Horace, Ovid, Carol A. Murphy, Daniel G. Thiem, and Ryan T. Moore. Embers
of the Ancient Flame: Latin Love Poetry Selections from Catullus, Horace, and Ovid. Wauconda, IL:
Bolchazy-Carducci, 2001. Print.
Cicero, Marcus Tullius., Sally Davis, and Gilbert Lawall. Cicero's Somnium Scipionis: The Dream of
Scipio. White Plains, NY: Longman, 1988. Print.
Colakis, Marianthe and Dubose, Gaylan. Excelability in Advanced Latin: A Workbook for Students.
Wauconda, IL: BolchazyCarducci, 2005.
Colakis, Marianthe. Excelability in Advanced Latin: Teachers Guide and Answer Key. Wauconda, IL:
BolchazyCarducci, 2005.
"The Latin Library." The Latin Library. N.p., n.d. Web. 1 Dec. 2012
Student Expectations
The students will:
1. Read and translate as literally as possible the required passages of the syllabus through
prepared nightly assignments and in class translations.
2. Demonstrate knowledge of vocabulary, syntax, and inflectional systems in their translations.

3. Write essays that analyze and critically interpret the Latin text while appropriately
referencing the stylistic and metrical methods of Caesar and Vergil.
4. Be able to translate passages of Latin poetry and prose to prepare for unseen passages on the
AP exam.
5. Be able to read Aeneid passages in the correct meter.
6. Examine the historical, social, cultural and political context of the Aeneid and the De Bello
Gallico through various reading assignments.
7. Scan lines of Vergil as time allows and examine the use of meter in the text.
Course Objectives
1. Students will be able to read and compose a literal translation of selected passages required
by the AP syllabus.
2. Students will be able to discuss Vergils role in his historical, cultural, political and literary
context.
3. Students will be able to write a critical analysis of Latin passages required by the AP syllabus
referencing stylistic and metrical techniques used by Caesar and Vergil.
4. Students will be able to write a critical analysis of the Aeneid and the De Bello Gallico and
the as a whole.
5. Students will be able to identify all proper names of persons and places found in the Aeneid
and the De Bello Gallico and their significance to their individual passages and the work as a
whole.
6. Students will be able to give effective readings of the De Bello Gallico.
7. Students will be able to recognize figures of speech and discuss how they affect the mood,
tone, and meaning of the passage.
8. Students will be able to discuss the themes, symbolism, imagery, and historical and
mythological allusions of the Aeneid.
9. Students will be able to scan and read aloud dactylic hexameter.
Course Activities, Assignments, and Assessments
For each unit there will be the following assignments and assessments.
1. Daily sight reading translations.
a. From the Aeneid and De Bello Gallico
b. Other authors, both poetry and prose
i. Catullus
ii. Horace
iii. Ovid
iv. Cicero
2. Multiple essays which address various themes and symbolism in selected passages and in the
Aeneid and the De Bello Gallico as a whole.
3. Multiple choice assignments.
4. Weekly translation quizzes.
5. Weekly vocabulary, grammar, content, and multiple choice quizzes.
6. Daily translation assignments in which students are asked to identify figures of speech and
grammatical points and translate a required passage from the AP syllabus.
7. Tests that cover vocabulary, grammar, and content.
8. Weekly reading of the dactylic hexameter of the Aeneid, and the prose passages of the De
Bello Gallico, to recreate the feel of the passages.
9. Class discussions of major historical, cultural, and literary themes found within the Aeneid
and the De Bello Gallico.

10. Class discussions comparing the world of the Aeneid and the De Bello Gallico with modern
culture.
11. Read the Aeneid and the De Bello Gallico in its entirety in English at the beginning of the
course and reread specific selections in English to fill in gaps as necessary throughout the
course.
12. Daily scansion assignments which include scansion of lines and discussion of the effect of
scansion on the passage.

Course Units
1. Unit 1: De Bello Gallico: Book I: Chapters 1-7
a. Students will be able to discuss the geography and ethnography of Gaul.
b. Students will be able to discuss the following themes:
i. Rome as a invading force
ii. Organization of the Roman army in Caesars time
iii. Caesar as a military leader
iv. Caesar as an author
2. Unit 2: De Bello Gallico: Book IV: Chapters 24-36
a. Students will be able to discuss themes relating to Caesars invasion of Germany
i. Military technology
ii. Romanization of frontier areas
3. Unit 3: De Bello Gallico: Book V: Chapters 24-48
a. Students will be able to discuss Caesars invasion of Britain
i. Difficulties Caesar encountered while in Britain
ii. Geography of northern Gaul and southern Britain
b. Students will be able to discuss the revolt of the Belgian tribes
i. Importance of alliances to the Romans
4. Unit 4: De Bello Gallico: Book VI: Chapters 13-20 (Book 7 in English)
a. Students will be able to compare the customs of the Gauls to those of the Romans
b. Students will be able to compare the customs of the Germans to those of the Gauls and
the Romans.
c. Students will be able to discuss the process of conscription by the Romans and use of
local peoples to reinforce the legions
d. Students will be able to discuss effect and purpose of the Gallic confederation
i. Battle of Alesia and Vercingetorix
5. Unit 5: Aeneid: Book I, lines 1-209, 418-440, 494-578
a. Students will be able to discuss and identify the traits of an epic poem.
b. Students will be able to discuss the following themes:
i. The role of gods and fate
ii. Aeneas as a leader
iii. Public and private Aeneas
iv. Rome and Carthage
v. Comparison of Dido and Aeneas
vi. Propaganda elements in Book I.
vii. Characters and places
viii. Role of Venus
ix. Role of Juno
c. Students will be able to discuss the remaining events of Book I.
6. Unit 6: Aeneid: Book II, lines 40-56, 201-249, 268-297, 559-620

a. Students will be able to discuss the effects of literary techniques such as the use of
flashback and the historical present in the events of Book II.
b. Students will be able to discuss the following themes:
i. Role of visions, dreams, and prophecies
ii. Role of pietas
iii. Laocoon
iv. Trojan horse and Sinon
v. Destruction of Troy
vi. Father/Son relationship in Roman culture
vii. Death of Creusa
viii. Characters and places
ix. Pyrrhus and the deaths of Priam and Polites
x. Helens role in Book II.
c. Students will be able to discuss the remaining events of Book II.
7. Unit 7: Aeneid: Book IV, lines 160-218, 259-361, 659-705
a. Students will be able to discuss the following themes:
i. Didos changing character
ii. Dido compared to Cleopatra
iii. The ideal Roman woman
iv. Roles of minor gods and goddesses
v. Carthage versus Rome
vi. Duty versus Desire
vii. Destruction of Dido
viii. Didos curse
b. Students will be able to discuss the remaining events of Book IV.
8. Unit 8: Aeneid: Book VI, lines 295-332, 384-425, 450-476, 847-901
a. Students will be able to discuss the following themes:
i. Funeral games for Anchises
ii. Roman attitudes toward death and funerary customs
iii. Comparison to Homer
iv. Aeneas as a leader
v. Destruction of the ships
vi. The compromise
vii. Death of Palinurus
b. Students will be able to discuss the remaining events of Book VI.
9. AP Exam Practice, sight reading, multiple-choice, critical analysis essays.