correlated to the
0521 78228-7
0521 78229-5
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Strand
Communication
Goal:
Communicate in a
Classical Language
Competency:
1. Read, understand
and interpret Latin.
Strand
Communication
Goal:
Communicate in a
Classical Language
Competency:
1. Read, understand
and interpret Latin.
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
Teachers 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.
Teachers 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
Goal
Communicate in a
Classical Language
Teachers 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
Teachers 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
respond to selected questions by writing the phrases and/or sentences from the reading passages pp. 39, 96, 129, 147, 173, 207.
Teachers 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.
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
Culture
Competency
4. Understand the
practices and
products of the
Greco-Roman
culture.
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
knowledge through
the reading of Latin
and study of
ancient culture.
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.
Teachers Manual pp. 23, 39, 88
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
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.
Teachers 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
Teachers 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
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)
Teachers 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
Teachers 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
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
Teachers 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
Teachers 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.
Teachers 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).
Teachers 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
Communicate in a
Classical Language
Competency
Teachers 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
Teachers 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.
Teachers 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.
Teachers 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
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.
Strand
Cultures
Goal
Gain Knowledge
and Understanding
of Greco-Roman
Culture
Competency
3. Develop a basic
understanding of
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
Teachers 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.
15
Strand
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
Teachers 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
Teachers 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
Teachers 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
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.
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
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
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
Teachers 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
Teachers 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
Teachers 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
Strand
Communication
Goal
Communicate in a
Classical Language
Competency
1. Read, understand
and interpret Latin.
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
Teachers 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.
Teachers 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
Teachers 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.
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.
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
Teachers 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.
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.
Teachers 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
Teachers Manual pp. 19, 26-27, 29-30, 35-38, 39-40, 55, 74, 77, 82, 95, 102, 104, 111-113, 120
Strand
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.
Teachers 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
Teachers 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.
Teachers 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
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.
30
Strand
Comparisons
Goal
Develop Insight
into Own Language
and Culture
Competency
8. Compare and
contrast own
culture with that of
the Greco-Roman
world.
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
Teachers Manual pp. 137-139
Strand
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 Latins influence on English, pp. 22, 38, 53, 67, 87, 103, 122, 147, 170, 186, 204, 223, 242, 259
Teachers 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;
Teachers 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
Strand
Communication
Goal
Communicate in
a Classical
Language
Competency
1. Read,
understand and
interpret Latin.
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
Teachers 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
Teachers 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
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
Teachers 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
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
Teachers 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.
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.
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
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
Teachers 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
Teachers 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
Teachers 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
Teachers 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.
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
Teachers 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
Teachers 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
Teachers 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.
45
Strand
Communities
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 Latins 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.
Strand
Communities
Goal
Participate in
Wider
Communities of
Language and
Culture
Competency
10. Use
knowledge of
Greco-Roman
culture in a
world of diverse
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.
48
49