Present your summaries of your section of the Mary Beard article. Discuss. Note at least one response to the information/analysis presented by each other student.
Review vocabulary (nouns and verbs for Quid est fabula game)
Review adjectives in Quizlet
Quid est fabula game. Add at least one adjective to your nouns.
Friday, August 30, 2019
Thursday, August 29, 2019
Mary Beard documentary and article
Watch the documentary: Empire without end, episode 01
Read your assigned section of "Why Ancient Rome Matters" and prepare to present.
01. Hunter
02. Caroline
03. Ethan
04. Madeline
Read your section. Prepare a brief summary to share with rest of group. Identify major points of arguments and information supporting arguments. Ideas that grabbed your attention, puzzled you, with which you strongly agree or disagree and/or would like to explore further. A discussion question for the group.
-------------
Added:
Note the treatment of immigrants and border lands by Mary Beard. Then make yourself aware, if you are not, what is happening in policies toward immigrants in America.
Nutshell from the Roman experience: long term, inclusion works better than exclusion. Hard borders fail. Failed.
The so-called "fall of Rome" was really transformation by border people, most of whom wanted to be Roman, not destroy Rome.
A big empire meant big borders and it was not possible to maintain big borders by force.
In less than three centuries the persecuted minority of Christians had captured the alliance of all classes and there was a Christian emperor on the throne (Constantine). Even people whose ancestors were imported into the empire as slaves gained inclusion, wealth and citizenship within a few generations, or shorter. In the first two centuries of the empire there were several Spanish emperors and one African one. Soon those with "barbarian" pedigrees were also ruling.
Read your assigned section of "Why Ancient Rome Matters" and prepare to present.
01. Hunter
02. Caroline
03. Ethan
04. Madeline
Read your section. Prepare a brief summary to share with rest of group. Identify major points of arguments and information supporting arguments. Ideas that grabbed your attention, puzzled you, with which you strongly agree or disagree and/or would like to explore further. A discussion question for the group.
-------------
Added:
Note the treatment of immigrants and border lands by Mary Beard. Then make yourself aware, if you are not, what is happening in policies toward immigrants in America.
Nutshell from the Roman experience: long term, inclusion works better than exclusion. Hard borders fail. Failed.
The so-called "fall of Rome" was really transformation by border people, most of whom wanted to be Roman, not destroy Rome.
A big empire meant big borders and it was not possible to maintain big borders by force.
In less than three centuries the persecuted minority of Christians had captured the alliance of all classes and there was a Christian emperor on the throne (Constantine). Even people whose ancestors were imported into the empire as slaves gained inclusion, wealth and citizenship within a few generations, or shorter. In the first two centuries of the empire there were several Spanish emperors and one African one. Soon those with "barbarian" pedigrees were also ruling.
Sunday, August 25, 2019
Weeks 1-3 Scheme of Work
NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of
speech) that are used in the target language.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.
Recognize English cognates in Latin text and use them to deduce word meanings.
Objectives: Review key grammar from Latin II; Introduction to Latin poetry though Catullus.
Google Classroom for Latin III. Class code: s8u6unv
Quizlet for Latin III: join code:Quizlet join code
Latin III blog: 03latin.blogspot.com
Sequence of work for first two-three weeks:
4. Review the perfect tense. EQ: What is tricky about the perfect stem of Latin verbs?
Chapter 19. Read the text and translation. Identify all perfect tense verbs and translate. Note (p. 151) stem endings for many perfect tense verbs and write them in your notes. eXtra LONG SUV is a mnemonic for remembering the perfect stem endings and the fact that some perfect stems are just like the present except that the vowel becomes LONG. Some perfect stems are exactly the same as the present stem.
Finally, there are “reduplicated stems”: The root is reduplicated by prefixing the first consonant—generally with ĕ, sometimes with the root-vowel. Look up the following verbs in https://latin-dictionary.net/. Give principal parts and definitions.
ce-cid-ī (cadō, CAD)
to-tond-ī (tondeō, TOND)
cucurri (curro, CURR)
Others:
cano, cecinit
do, dedit
disco, didicit
mordeo, momordit (also: memordit)
pario, peperit
tango, tetigit
tendo, tetendit
Catullus handout. Read the materials on poem 85. Go to Google classroom and listen to the Latin reading of the poem (Stage 45) and the podcast (Dickinson) and the YouTube analysis. You can also work through a translation using the link to vocabulary and phasing in Quizlet. Individually answer the questions on the handout and then compare answers with the other Latin III students. The podcast also gives you several translations and asks you to choose which one you like best and why.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.
Recognize English cognates in Latin text and use them to deduce word meanings.
Objectives: Review key grammar from Latin II; Introduction to Latin poetry though Catullus.
Google Classroom for Latin III. Class code: s8u6unv
Quizlet for Latin III: join code:Quizlet join code
Latin III blog: 03latin.blogspot.com
Sequence of work for first two-three weeks:
I will be giving you some handouts, but you should answer questions/exercises in your notebook or in Google Classroom (link will be provided). You should also record questions/thoughts that arise, and they should arise, from readings and activities. This is especially important since I will be splitting my time between Latin II and Latin III.
Nota bene: The purpose of giving you texts with translations is so
that you can bathe your mind in Latin without struggling with grammar. Spend
some time acclimating yourself to Google Classroom materials.
Tuesday, August 26
EQ. What do "time, manner and place" have to do with adverbs?
1. VERBS: p. 134 One Hero Wins the
War. Study translation then list verbs, identifying tense and translating. Then
record in your notebooks the principal parts of each verb. Translation
in Quizlet.
Vocabulary
in Quizlet. At this point in your Latin studies you should be recording the principal parts of all verbs you encounter.
2. ADVERBS. Read about adverbs on pages 100-101. Study Quizlet set: https://quizlet.com/_50ctun (also on adverb handout). Record the adverbs that you don’t know cold. Do Adverb
exercises 13f-g Activity Book (Handout and in Google Classroom). Play Bellum with adverb questions.
Wednesday, August 27
3. ADJECTIVES pp. 138-140. Study
page 138 then do Exercise
18c in Google Classroom
EQ: What is distinctive about 3rd declension adjectives? Answer.
Chapter 19. Read the text and translation. Identify all perfect tense verbs and translate. Note (p. 151) stem endings for many perfect tense verbs and write them in your notes. eXtra LONG SUV is a mnemonic for remembering the perfect stem endings and the fact that some perfect stems are just like the present except that the vowel becomes LONG. Some perfect stems are exactly the same as the present stem.
Finally, there are “reduplicated stems”: The root is reduplicated by prefixing the first consonant—generally with ĕ, sometimes with the root-vowel. Look up the following verbs in https://latin-dictionary.net/. Give principal parts and definitions.
ce-cid-ī (cadō, CAD)
to-tond-ī (tondeō, TOND)
cucurri (curro, CURR)
Others:
cano, cecinit
do, dedit
disco, didicit
mordeo, momordit (also: memordit)
pario, peperit
tango, tetigit
tendo, tetendit
6.
Chapter 20. Study the text and its
translation. Identify perfect tense verbs and translate. Note anything you do
not understand.
p. 162. List the four uses of
infinitives and give one example in Latin or English. a) the
complementary infinitive and d) accusative with infinitive are used very
frequently in Latin.
p. 166. Give the perfect forms and
principal parts of the irregular verbs sum and eo.
7. EQ: What are the characteristics of lyric poetry? Do you anticipate that Catullus's focus on his feelings makes him a more or less reliable narrator?
Catullus handout. Read the materials on poem 85. Go to Google classroom and listen to the Latin reading of the poem (Stage 45) and the podcast (Dickinson) and the YouTube analysis. You can also work through a translation using the link to vocabulary and phasing in Quizlet. Individually answer the questions on the handout and then compare answers with the other Latin III students. The podcast also gives you several translations and asks you to choose which one you like best and why.
7. Lyric poetry focuses on feelings
and personal situations; epic poetry tells a longer story and makes an implicit
claim to be about culturally important subjects (e.g. Iliad, Odyssey, Aeneid;
Gilgamesh, Norse Sagas and English poems like Beowulf, Milton’s Paradise Lost
and Spenser’s Fairie Queen…other cultures provide more examples). Catullus is a
lyric poet.
Just by writing about feelings,
Catullus is playing with, challenging, the stereotypical gender roles of Roman
culture. There is some evidence that the well-educated women he wrote to and about had
a hand in shaping his poems. Modern literary criticism asserts that the audience for a text is to varying degrees a co-author of the work. With Catullus and his highly literate addressees, for at least some poems, the co-author was an active partner. Poems circulated orally before they were committed to a written text.
There is much evidence that the female Greek poet Sappho was a model for Catullus. Greek authors were his models. There wasn't much lyric poetry in Latin before Catullus, at least none that survives, and his barely did.
Even if you just read the four poems in the handout, you can see that Catullus swings wildly between declaring and reining in his feelings. But is he out of control? Does his exquisite mastery of the discipline of the rules of lyric poetry demonstrate control?
There is much evidence that the female Greek poet Sappho was a model for Catullus. Greek authors were his models. There wasn't much lyric poetry in Latin before Catullus, at least none that survives, and his barely did.
Even if you just read the four poems in the handout, you can see that Catullus swings wildly between declaring and reining in his feelings. But is he out of control? Does his exquisite mastery of the discipline of the rules of lyric poetry demonstrate control?
7. Use the handout and the materials
in Google Classroom to listen to and study Catullus 70. Study the
vocabulary and answer with the other Latin III students the questions that
follow on the handout. Check out the materials in Google
Classroom for poem 70. Which ones are most helpful? interesting?
8. Chapter 21. Study the text
and translations. Make index cards with the principal parts of all verbs given
in the vocabulary lists for the story “Murder,” 21e “Sextus Can’t Sleep and 21g “Early the Next Morning.”
9. Chapter 21. Review. Read the text and
translation of “Mucius Gives a Lesson.”
(Quizlet); Vocabulary
in Quizlet for Mucius Gives a Lesson.
Give the case and function of:
(line 2) famē
(line 3) nomine
(line 9) militum
(line 15) regis
What part of speech are “superbe”
(line 17) and “modo” (line 26).?
10. Chapter 22. Study the
text and translation of “From the Inn to Rome.”
Then answer Exercise 22a Responde Latine questions 5-10.
11. Chapter 22. Study pages
189-190 (The Dative Case) and then do Ex 22d and 22f. You can divide up the
work in your group.
12. Chapter 22. Do Exercise 3 on page 197.
13. Catullus 5. Listen to the
poem and podcasts in Google Classroom. Work through the handout materials.
Record you questions. Answer collaboratively the questions in the handout. Read the three modern translations and decide
which one you think is best. Discuss.
14. Catullus 8. Still displaying feelings, Catullus tries
to emerge as a tough man. He gets rather nasty. Note the abrupt change of tone
in the middle of the poem. Explore the poem through the materials in the handout
and in Google Classroom. Respond to the questions.
15. Read the Funerary Inscription
for Aurelia Philematium (Google Classroom Chapter 22) and tomb inscriptions for women in the “Sources for Women
in Roman Society” from As the Romans Did (same section in Google Classroom).
Make short notes on your responses to what you read.
16. Beginning Latin Poetry Reader,
pages 78-80: “Roman Beliefs about the Afterlife.”
Catullus: see Google Classroom
Poetry section: https://classroom.google.com/u/1/w/NDA4ODkzMjM4Njla/tc/NDEwMTc3MDAzMDda
70 (p. 113 Ecce III)
5 (p.111 Ecce III)
8 (p. 117 Ecce III)
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