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Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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Apollo ea futura praedicere poterat - Apollo was able to predict future things...).

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_7

At the end of the unit, the students will be responsible for the information presented by the rest of the class.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_8

Students will revisit role-playing their gods through trimester 1.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_9

21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity".

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_10

Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_11

Starting from the first imperator, Augustus, through Constantine the Great.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_12

The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_14

Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome?

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_15

Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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When an Emperor died, it was thought that their anima became a god through apotheosis.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_17

The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory).

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_18

Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_20

Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_21

21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_22

In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_23

Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_24

By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_25

In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_28

What are the short-term and long-term outcomes to war?

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_29

Which war was most influential to the development of Rome?

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_30

Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_31

Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_32

21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_33

Over the course of the unit, the student will see some of the more practical Latin they may see in future careers.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00396.warc.gz

en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_34

In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_35

As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_36

The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making).

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00396.warc.gz

en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_37

At that point, the student will take on the role of the patient, take a turn for the worse and begin to die.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_38

The second half of the unit will culminate in the students writing their last will and testament (Product Creation).

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_39

During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_40

21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_41

The Latin III student's first foray into poetry will be through the poet Catullus.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_42

His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_43

The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_44

Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_45

The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_46

The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love).

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_48

The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_49

Questions for Investigation: How does a poet's style enhance meaning?

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_50

How can I find deeper meaning in poetry?

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_51

21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War).

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_52

Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_53

Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00396.warc.gz

en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_54

Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00396.warc.gz

en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_55

Unit I, on Catullus, focused on the theme Literary Genre and Style.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00396.warc.gz

en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_56

While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans .

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00396.warc.gz

en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_57

To that end, students will begin writing their own epics.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_58

In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00396.warc.gz

en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_59

Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00396.warc.gz

en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_60

As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_61

The epic they create in this unit will be continued through units 3 and 4.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_62

21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>

CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_63

In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_64

Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_65

The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_66

We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

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As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_68

Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_71

Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_72

Students will also study about how authors utilize the gods in their writing.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_73

Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them?

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_74

What implications could there be to the mythos in choosing one god over another?

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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Students will make educated decisions about these questions before finishing their epic.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_76

Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_77

To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_78

Reading the Aeneid in English will help students to understand the Latin and vice versa.

Unit 1Dī immortālēs! – Oh Immortal Gods! The first unit of Latin II will reacquaint the students with the grammar and vocabulary covered in Latin I, while also introducing the newest region of Roman occupation: Britannia. In this unit, students will reacquaint themselves with Latin, while doing their own investigative research into the Roman gods, culminating in narrative produced by the student about his or her god or goddess. Grammatically, students will also be able to use the verb possum, posse, potuī, (to be able) volō, velle, voluī (to want, wish), and nōlō, nōlle, nōluī (to not want, wish), complementary infinitives, and review conjugations. These will be used in the project to describe the realm of influence a Roman god has and what the god or goddess wants to achieve in his/her myth (e.g. Apollo ea futura praedicere poterat - Apollo was able to predict future things...). At the end of the unit, the students will be responsible for the information presented by the rest of the class. Students will revisit role-playing their gods through trimester 1. 21st Century Capacities: Product Creation Unit 2Imperator non potest peccare - The emperor can do no harm The original phrase, "Rex non potest peccare" literally means "The king can do no wrong" and was used in the courts to express the idea that kings had "soverign immunity". Changed to reflect the subject of the unit, the emperors, the phrase will guide the class as we view what the emperors themselves did during their reigns. Starting from the first imperator, Augustus, through Constantine the Great. The unit will cover the themes of imperialism, expansionism, sovereign immunity, and the lives of the Emperors. Students will have studied the Emperors through their busts so as to see how the opinions of the Romans evolved over time. Were Emperors given divine right to do as they willed, or must they also be held accountable for the actions committed in the name of Rome? Students will reprise their role as a god or goddess in order to put on trial the Emperors post mortem. When an Emperor died, it was thought that their anima became a god through apotheosis. The trial will be conducted in order to prove if the Emperor is deserving to be a god OR if his name should be committed to damnatio memoriae (damnation of memory). Concurrently, students will study in depth Rome's imperialization of Britannia through the Cambridge stories. Students will read Stages 14-16 and discover how Rome exacted its rule through the governors or kings. Grammar for the unit will include the remaining tenses (future, pluperfect, AND future perfect), Demonstrative Pronouns, Relative Pronouns, UNUSNAUTA Adjectives (the former three follow extremely similar paradigms), i-stem nouns and the rules which govern them. 21st Century Capacities: Alternate Perspectives, Synthesizing Unit 3sī vīs pācem, parā bellum – If you want peace, prepare for war Unit 3 of Latin II starts students in Ancient Alexandria. In the 1st Century CE, Alexandria was one of the central hubs of all trade, commerce, and civilization. Alexandria would never have attained this level of multi-culturalism had Alexander the Great not brought his Macedonian army all the way through South-Central Asia. By bringing war through the Ancient World, Alexander mixed up societies, languages, religions, and cultures. In this Unit, students will study the major wars of Rome, keeping in mind the positive and negative aspects of war. What changes does war bring? Why does war begin? What are the short-term and long-term outcomes to war? Which war was most influential to the development of Rome? Students will explore these themes through an in-depth study of three Romans wars, as well as seeing how historians use these wars to inform their own study into the past or present through Op-Eds that use Roman History. Roman wars covered: Punic Wars, Caesar's Gallic Wars, and the Dacian Wars. 21st Century Capacities: Engaging in Global Issues, Imagining Unit 4Dum spīrō, spērō - While I breathe, I hope The final unit of Latin II takes a departure from war and imperialism and introduces the Latin student to the Roman world of Medicine. Over the course of the unit, the student will see some of the more practical Latin they may see in future careers. In this case, students will be exposed to the common language used in the medical field with prescriptions and will learn the main body parts. As they finish Cambridge Unit 2, students will see one of the main characters suffer a nearly fatal attack and the medical responses used to counter death. The PBA will be broken into two parts: in the first, they must take on the role of a doctor and write a prescription and the rationale for the prescription based on what were common medical practices at the time (Decision Making). At that point, the student will take on the role of the patient, take a turn for the worse and begin to die. The second half of the unit will culminate in the students writing their last will and testament (Product Creation). During this unit, students will also explore other bases of knowledge in the ancient world, like mathematics and philosophy. 21st Century Capacities:Decision Making, Product Creation Unit 1Dulce et Utile - A Sweet and Useful thing The Roman poet Horace once said in his work, Ars Poētica, that poetry needs to be a sweet and useful thing--that the poetry needs to be both pleasant to listen to and needs to instruct. The Latin III student's first foray into poetry will be through the poet Catullus. His poems are rather short, easy to comprehend primā faciē, but have so much more beneath the surface. The focus of this unit will be to read Catullus' poetry and attempt to find deeper meaning within his words. Catullus is considered a master of style for his many rhetorical devices and word choice in his poetry. The Latin in Catullus' poetry is authentic and moving, but at the same time easy enough for the common citizens of Rome to understand superficially. The first poem the new Latin III student will encounter is probably Catullus' most famous of his love poetry, 85 (Ōdī et amō - I hate and I love). From there, we will analyze how Catullus agonizes with love and loss and end with dedications written by Catullus. The unit will culminate in the Latin III student reciting and reimagining one of the poems read in class for a modern audience while utilizing some of the rhetorical devices Catullus uses. Questions for Investigation: How does a poet's style enhance meaning? How can I find deeper meaning in poetry? 21st Century Capacities: Analyzing, Innovation Unit 2Vēnī, Vīdī, Scrīpsī (I came, I saw, I wrote) Vēnī, Vīdī, Scrīpsī - I Came, I saw, I wrote, An adaptation of the famous phrase by Julius Caesar, "Vēnī, Vīdī, Vīcī" (I Came, I Saw, I Conquered) - Following the students introduction to Roman authors with Catullus, students will be launched into a a preview of Julius Caesar's de Bellō Gallicō (Commentaries about the Gallic War). Students will focus on book 1 of the Gallic Wars, an introduction to Caesar's work written by him to inform and persuade the Senators back in Rome to give them their support for Caesar's leadership. Students will be introduced to one of the most important grammatical constructions in Latin, the indirect statement, which is exceedingly common in Julius Caesar and in poetry. Since Julius Caesar is on the AP Curriculum, students will begin looking at him as an author through a more refined lens: through the themes of the AP curriculum. Unit I, on Catullus, focused on the theme Literary Genre and Style. While Unit 2--and every subsequent unit--will also focus on Literary Genre and Style, students will also be asked to consider more deeply the themes of Leadership and Views of Non-Romans . To that end, students will begin writing their own epics. In this unit, students will be asked to consider possible reasons for writing anything and to begin writing their own epic. Students will begin their epic in the middle of their story, where they will be asked to write about an enemy, the general nature of the people against whom they are fighting, and what qualities they bring to leading the army behind them, if they have an army. As the epic style will not be considered until Unit 3, the focus of this introduction to writing the epic will focus on purpose and message. The epic they create in this unit will be continued through units 3 and 4. 21st Century Capacities: Imagining,Alternate Perspectives Unit 3Tālis, Quālis - Just as, such Unit 3 of Latin III will plunge students into one of the most famous examples of the Epic tradition: Ovid's Daedalus et Icārus. In the story, Ovid employs several metaphors to help describe the action or deeds within the story, such as the building of the Labyrinth and the comparison of the windiness between it and the living Meander river. Ancient authors use these similes to give the common reader a clearer image of what the author intends, typically by giving something that would be widely understood by the audience. The similes we will study in this unit compare either the gods to nature, or the deeds of human to nature. We will study similes used in Latin, but also English translations of similes used in the Iliad and the Odyssey. As students will be beginning reading epics, no new "grammar" will be taught, but students will need to learn how to read the meter of epic poetry, hendecasyllabic meter. Students will also be given a review on diagramming sentences and will be asked to recompose sentences into better English word order using that diagramming. 21st Century Capacities: Synthesizing Unit 4Ex nihilō nihil fit - Nothing comes from nothing The final unit of Latin 3 Honors will take the students through book 1 of Vergil's most influential work, the Aeneid. Vergil's Aeneid, being one of the most complete and well-crafted epics, will serve as a model to the students as they finish up their mock epics. Students will study how introductions to epics are structured using the Aeneid, Ovid's Metamorphoses, Catullus 1, Homer's Iliad, and Homer's Odyssey. Students will also study about how authors utilize the gods in their writing. Are the gods benevolent beings or can they direct their ire against those who are supposed to worship them? What implications could there be to the mythos in choosing one god over another? Students will make educated decisions about these questions before finishing their epic. Students will also revise their work from units 2 and 3 and incorporate transitions in order to make their episodic writing cohesive. To prepare students for the summer reading of Aeneid Books 2, 4, 6, 8 and 12, students will also be reading Book 1 of the Aeneid in English, taking notes as they go along. Reading the Aeneid in English will help students to understand the Latin and vice versa. Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

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CC-MAIN-2023-06

https://www.madison.k12.ct.us/district/curriculum-instruction/world-language/latin

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en

<urn:uuid:c36ee070-3629-43b3-9494-faf75e4db500>_79

Students will be asked to consider the following: 21st Century Capacities: Decision Making, Reflection

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_0

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_1

When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_2

In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_3

The novel is a white-knuckler of the first order.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_5

(Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.)

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_6

The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_7

Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_8

Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_9

The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_10

Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_11

The railroad’s tentacles grasped the largest mass migration in American history.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_12

Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_13

By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_14

(The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_15

The Big Four would make over $700 million in the affair.)

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_16

A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_17

He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_18

In the UK, Norris is practically unknown.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_19

His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_20

In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_21

The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

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CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

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en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_22

Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays.

Americans are taught that railroad magnates Leland Stanford and Collis Huntington ‘built’ California – their names adorn the state’s most prominent universities, libraries, and parks – but thanks to fiction additional facts arise: they belonged to a cadre of robber barons called The Big Four who defrauded public trust, bribed senators and judges and exploited poor immigrant labourers without qualm. When history chronicles its unfettered capitalists, these two will make Donald Trump look like small change. In Frank Norris’s sweeping saga The Octopus, the machinations behind America’s ‘transcontinental’ railway (now Union Pacific) are laid bare. The novel is a white-knuckler of the first order. It deserves to be made into a film. (Norris’s debut novel McTeague was adapted into Erich von Stroheim’s epic silent Greed.) The Octopus turns on a love story between splenetic Buck Annixter and rancher’s daughter Hilma Tree. Behind them stretch their families’ legacies of hard labour – dairy farms, pear orchards, vast wheat fields ‘quivering and shimmering under the sun’s red eye’. Their community includes Scots engineers, German hop growers, Italian fruit merchants and Chinese workers hired by the railroad to dig its ditches and lay its tracks. The Big Four are never named, but their eyes peer down from the head of their ever-expanding beast. Inside courthouses, their schemes are put in place – shipping monopolies and tariffs established, brokers hired to engage straw buyers at public auctions. The railroad’s tentacles grasped the largest mass migration in American history. Following the 1848 discovery of gold, the population of San Francisco soared from 1,000 to 20,000 in two years. By the mid-1850s there were 300,000 new arrivals, many of whom came on the promise of land in exchange for labour. (The novel was inspired by a massacre: after dangling property ownership for those in its path, the railroad, in effect, sold the best land to itself, culminating in a deadly showdown between gunmen deputised as US Marshalls and duped sharecroppers still clinging to bogus mortgage bonds. The Big Four would make over $700 million in the affair.) A former newspaper correspondent to Cuba and South Africa, Norris developed his sentimental, naturalistic style from Zola – and in turn influenced novelists Upton Sinclair and John Steinbeck. He died suddenly in his bath at thirty-two from peritonitis and is now enshrined in San Francisco, where his face features on post office murals and a city street bears his name. In the UK, Norris is practically unknown. His novels can drift into heavy-handed mysticism, but in their great tenderness for immigrants they illuminate the plight of those who might otherwise be forgotten. In 1994, while a jobbing actor in Hollywood, I was so taken by The Octopus that I wrote a full-length screenplay adaptation. The process taught me about story structure, dialogue, and the importance of foregrounding characters by their larger canvases. Too young to be apprehensive, I shopped my script around movie studios, cocktail parties and tennis clubs – only to join the numberless Californians with undeveloped screenplays. It was one of my first pieces of creative writing.

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>

CC-MAIN-2023-06

https://granta.com/best-book-of-1901-the-octopus/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500619.96/warc/CC-MAIN-20230207134453-20230207164453-00476.warc.gz

en

<urn:uuid:47989ce1-0772-412c-926b-66d74593d694>_23

It was one of my first pieces of creative writing.

Review Article - International Journal of Pure and Applied Zoology (2016) Volume 4, Issue 3 Threats to Aquatic and Terrestrial Faunal Resources in Nigeria: The Nexus for Mitigating Future Tribal and Boundary Conflicts - *Corresponding Author: - Amah Joseph Idu Department of Geology, Federal University Ndufu-Alike, Ikwo, P.M.B1010, Abakaliki Ebonyi State, Nigeria E-mail: [email protected] Received 10th May 2016; Accepted 14th June 2016; Published 20th June 2016 Resource conflicts are persistent the world over since the lives of the people, to some extent, depend on the outcome. In present day Nigeria, a lot of skirmishes between Fulani nomads and some host communities over grazing land for cattle are in the front burner. A Southward migration of nomads for grazing lands has been met with stiff opposition from host communities. The Niger Delta is the main resource hub of Nigeria due to its petroliferous on shore and offshore areas. The pollution of the creeks and inland waterways and the depletion of aquatic species due to eutrophication is clearly the major cause of oil infrastructure vandalization and sabotage. In the Sahel Savanna in the far north, climate change, human development, effects of land use practices and mismanagement of established grazing reserves have brought great stress on the land available for crop growth and sustenance of animals. This state of affairs underscores the sharp resource divide amongst the ecological zones of Nigeria and the potentials for conflict generation. The coastal areas no longer enjoy the rich aquatic resources due mainly to oil pollution effects on the ecosystem. This situation is exacerbated by the conquering posture of the South-bound nomads which tends to bring about tribal and boundary conflicts. This paper focuses on the unfolding scenarios in Nigeria due to unplanned resource management. The situation is not beyond remediation. The starting point is the restoration of existing reserves in the north and education of the herdsmen. The Niger Delta pollution problems must be clearly and transparently pursued. The bottom line is the management of available land and water resources especially the aquatic and terrestrial zoological resources Aquatic, Terrestrial, Resources, Conflicts, Threats, Nigeria. Anthropogenic disturbance is a major driver for biodiversity loss. This is especially true for subtropical and tropical forest ecosystems. Nigeria is not spared from this state of affairs. It has over 170 million inhabitants most of which are farmers who derive their sources of livelihood from forest and water resources. The recent emergence of global problems including climate change, biodiversity loss, habitat fragmentation, globalization, and infectious disease emergence demands integrative approaches breaching disciplinary boundaries. Nigeria has about nine ecological zones. Of these zones, the Sahel Savanna has a vast land with the least of the forest resources in terms of productivity, needed for the sustainance of farming actvities and animal husbandry. Due to climate change effects, desertification in the north, herdsmen are heading southward looking for better grazing grounds which are limited due to farming activities. The destruction of crops and farms by herds of cattle are resisted by host communities thereby straining tribal and boundary harmony. As fishing communities turn towards subsistent farming for survival on limited land occasioned by oil spills, the encroachment of herds of cattle on this farms become a great source of conflict between the farmers and the herdsmen. In the Niger Delta region, especially Ogoniland, major conflicts between government forces and youths from the area have gained international attention. These conflicts arise from the claims by the rampaging youths that the source of their livelihood which is mainly fishing is being wiped out. Governments, on the other hand appears oblivious of this fact hence the tagging of these youths as militants. Studies have shown that the quantity of oil spilled over a fifty year period is between 9-13million barrels, which are equivalent to 50 times the Exxon Valdez spills. Does Nigeria require setting up grazing reserves elsewhere outside the operational region of herdsmen or does the solution lie in restoring and maintaining already established reserves in the North? Does the oil spill in the Niger Delta about 50 times the quantity of Exxon Valdez spills show environment-friendly practices? Can there be a paradigm shift from the coercive and subjugative stance to the persuasive and palliative measures in all these? These are the perspectives being examined in this paper. Moretimore and Wilson (1965) noted that the farmers in northern Nigeria have cultivated up to 83.5% of the land. Around Katsina, with 119 people per 135 square kilometers, farmers plow 66-75% of the land, while the remaining bush land is extensively grazed, if grass grows. Further researches have shown that for all classes of land use, except uncultivated land, grazing has intensified in Nigeria. For the uncultivated land, primary grazing-sites are diminishing because sedentary farmers inhabit the land. With an increase in population, grazing changes from surplus, to subsistence, and to survival methods of land exploitation (Awogbade, 1980). Urban or rural expansion impinge on access to grazing-sites causing herders, farmers, and builders to struggle for areas with known quality land. In the fadama floodplains, conflicts resulting in loss of life are common. Clashes in these wet-lands escalate when farmers deny animals access to water and verdant grass (Galaty, et al., 1980b). Recently, conflicts between farmers and herdsmen have resulted in bloody skirmishes in southeast Nigeria and are ongoing in North Eentral Nigeria. The Niger Delta consists of diverse ecosystems of mangrove swamps, freshwater swamps and rainforest and is considered the largest wetland in Africa and among the ten most important wetlands and marine ecosystems in the world. But due to oil pollution and contamination, the area is now characterized by contaminated streams and rivers, forest destruction and biodiversity loss in general, making the area an ecological wasteland (Kadafa, 2012). Oil spills that pollute the creeks, surface and groundwater bodies and the effects of dams on downstream, excessive use of sulphate fertilizers were reported as some of the threats to water resources development in Nigeria (Idu, 2015). An extension of this finding is the effects on downstream migration of fish and other marine faunas. It has been estimated that 24 out of 224 mammals, 10 out of 831 birds and 2 out of 114 reptiles known to exist in Nigeria are endangered (WRI, 1992). An estimated 9million – 13 million (about 1.5 m tons) of oil has been spilled in to the Niger Delta ecosystem over the past 50 years; 50 times the volume spilled in Exxon Valdez oil spill in Alaska 1989 (FME, NCF, WWF UK, CEESP-IUCN 2006). In 2004, Nigerian Liquefied Natural Gas pipeline transversing through Kala-Akama, Okrika mangrove forest leaked and set ablaze and burnt for three days. The local plant and animals within the areas were engulfed (Nenibarini, 2004). A bill for the setting up of grazing reserves elsewhere in the country is a matter before the national assembly. The debate is raging based on which part of the country one comes from and in all prima facie issues are being overlooked. The sponsors of the bill believe that the chronic scarcity of pasture is the primary cause of nomadic pastoralism and invasion of farmlands by the nomads down south. Grazing reserves in Nigeria started during the pre-colonial era (Bako and Ingawa, 1988). By 1964, the government had gazetted about 6.4 million hectares of the forest reserve, ninetyeight percent in the Savanna. Sokoto Province had twentyone percent of the land, followed by Kabba, Bauchi, Zaria, Ilorin, and Katsina, with 11-15 percent each (Awogbade, 1982). The Wase, Zamfara, and Udubo reserves followed in succession. Records show that the establishment of these reserves witnessed colossal failures due to mismanagement, inadequate infrastructure and the failure of the nomads to adapt to a sedentary life styles. The above accounts clearly show that the starting point in the solution of the pasture issues lie in the restoration of the mismanaged reserves and setting up of new ones if necessary. It is to be noted that making this a national issue can only breed further regional mistrust. The mindset of the protagonists of pastoral extension nationwide assumes that the Fulanis will remain herdsmen in perpetuity. This line of thinking surely obscures government vision for the Fulani development in the future. The following short term and long term measures have been proposed. i. Enforcement of land reform and protection of the already demarcated grazing reserves for the intended users especially in the North where the practice is not alien to the people. ii. It should also be within the government scope to ensure better stoking rates through improved herd quality. The Fulani should be made to appreciate the value of improved stock rather than keeping large number of herds for the sake of it. iii. A long term road map for the acquisition of skills and occupational diversification should be in place by all concerned states in the North. The expansion of grazing reserves with a view to perpetuating pastoralism is shear myopia. This can only be achieved through intensive education which is presently hampered by nomadic life. iv. Establishment of cattle ranches as this is the modern method of raising cattle in leading producers of beef and cattle products globally. v. Establishment of ranches in the south should be through private negotiation with host land owners and not through government fiat or law. The Niger Delta imbroglio The lack of development in the region and perceived injustice over the sharing of revenues from oil often triggered conflicts between the host communities and oil extracting companies on the one hand and between the host communities and the state on the other. The adverse effects of these conflicts on the Nigerian economy, and the need to tackle decisively the challenges in the region, led to the introduction of the Ministry of Niger Delta and an Amnesty Programme for the Niger Delta militants. In the policy thrust, among other things issues and challenges that must be overcome include environmental degradation and pollution. The medium term objectives and targets for the Niger Delta Regional Implementation Plan are hinged on the following five pillars: • Reduction of oil-related conflicts in the region • Enhanced and sustainable development of human and physical infrastructures. • Diversification of the region’s economy from oil and gas to agriculture, manufacturing, and knowledge based. • Consolidation of post-amnesty projects and programmes. • Preservation and conservation of the environment (Report No 293 Annual Report Ministry of Niger Delta). With the above measures put in place, one would like to see an expedited remediation of the ND environment. The recent vandalization of infrastructures by groups claiming to Niger Delta Avengers is of major concern. The palliatives should be effectual and the coercive measures must be played down. Acknowledgement is made to Ismail Iro PhD (Founder, gamji.com USA) whose articulate documentation provided a direction for this very important national discourse especially as it affects the Herdsmen of Nigeria. - Awogbade, M.,1980. Livestock Development and Range Use in Nigeria. In The Future of Pastoral People: Proceedings of a Conference Held in Nairobi, by Institute of Development Studies. Nairobi: Institute of Development Studies, pp: 325-333. - Bako, S., and S. Ingawa., 1988. Animal Traction in Nigeria: A Review. Paper presented to the Third Regional Workshop on animal Traction for Agricultural Development in West Africa. Selv, Senegal. - Ezeomah, C., 1987.The Settlement Patterns of Nomadic Fulbe in Nigeria:Implications for Educational Development.Cheshire: Deanhouse Limited. - Federal Ministry of Environment,2006.Nigerian Conservation Foundation Lagos,WWF UK and CEESP-IUCN Commission on Environmental, Economic and Social Policy.Niger Delta Resource Damage Assessment and Restoration Project. - Galaty, J., Aronson, D. and Salzman, P.,1980. The Future of Pastoral People. In The Future of Pastoral People, ed. John Galaty, Dan Aronson, and Philip Salzman. Nairobi: I.D.S. - Ismail, Iro., 2016. Grazing Reserve Development: A Panacea to the Intractable Strife between Farmer and Herders. - Kadafi,A.A., 2012.Environmental Impacts of oil Exploration and Exploitation in the Niger Delta.Global Journal of Science Frontier Research.Environment &Earth Sciences.Vol.12 Issue 3 Version 10. - Ministry of Niger Delta Affairs.,2012. Annual Report No.293. - Moretimore, M. and Wilson,J.,1965. Land and People of the Kano Close-Settled Zone. Occasional Paper 1, by the Department of Geography, Ahmadu Bello University, Zaria. - Nenibarini,Z.,2004.Impacts of Extractive Industries on the Biodiversity of the Niger Delta.National Workshop on Coastal and Marine Biodiversity Management. - Idu, A.J., 2015. Threats to Water Resources Development in Nigeria. J. Geol. Geosci 4: 205. - Omaliko, C., Mammah, O. and Agbakoba, A., 1984. "Some Aspects of Rangeland Improvement in a Derived Savannah Ecosystem." Journal of Range Management 37: 415-419. - WRI.World Resource Institute.,1992.World Resource. N.Y.Oxford University Press.

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In present day Nigeria, a lot of skirmishes between Fulani nomads and some host communities over grazing land for cattle are in the front burner.