Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout.
Name of the course: For example, English A1, HL. Latin II
Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should be a summary. The Latin II curriculum will be covered during the 10th grade year and successful completion of this course will serve to fully prepare students who opt to pursue admission to the International Baccalaureate Program. Students will build on the language skills acquired in Latin I, expand their knowledge of the history and culture of the Roman world, and explore the heroes of Greco-Roman mythology. They will continue their study of the language using the deductive, reading-based approach that teaches them Latin as they follow the story line of a first century Roman family. This deductive process of language learning achieved through meticulously constructed, graded readings and vocabularies will continue to be the major focus of the course. These readings will further familiarize students with Roman culture at the same time that they build mastery and facility with the Latin language. The four major objectives for this course include: To bring students quickly to the point where they can read the Latin of classical authors • with confidence To develop awareness of the culture of the Romans, its historic significance, and its • contemporary relevance To enhance general language learning techniques and aptitudes, including facility with • English To develop the students’ full intellect by strengthening skills of deductive and analogous • reasoning, interactive learning, comparative analysis, and critical assessment While the primary objective in this course is to bring students to the point where they can read Latin with confidence, the course focus and materials will continue to develop listening, speaking (at a basic level), and writing skills. These skills will not be developed as ends in themselves, but as a means of enhancing and more quickly sharpening the ability to read and comprehend new Latin at sight. Authentic Latin will continue to be introduced in a variety of forms including “sententiae”, graffiti, inscriptions, and short passages from Latin authors. However, in Latin II, students will encounter a deliberate progression to more real Latin with less adaptation from the original which will expose them to the complexities of the original language and provide them with an excellent foundation for the exclusive reading of the works of Latin authors during their third year of language study. Students will continue their emphasis on word study in this course. The process of appreciating and becoming knowledgeable about the Latin language itself occurs partly through comparisons and contrasts between the structure of Latin and that of English. Close attention to structure demanded
by a highly inflected language like Latin will help students understand their own language better as well as give them the ability to learn other world languages more efficiently. The emphasis on word study will focus on principles of word building within the Latin language itself and on derivation of English words from Latin roots, prefixes, and suffixes. Students will identify English derivatives of their vocabulary words to enrich their knowledge of English and to learn their Latin words more efficiently. Students will recognize the importance of Latin as the parent of the Romance languages. Various features of this course will further enhance the students’ appreciation of the culture of the Romans and its continued significance in the modern world. Students will continue to gain insight into the culture by exploring the public entertainment and ceremonies that were an integral part of typical Roman life. Students will also meet figures from legend and history and continue their experience in Latin literature by reading in the original select pieces by famous Roman authors. They will read passages from Latin authors in translation that will help bring the cultural world of the ancients to life. Students will more intensely compare and contrast the ancient world with our contemporary world and values through a variety of opportunities for cross-cultural exploration. This course continues the journey that will last through all four years for students as they are exposed to the myriad avenues of enriched intellectual, cultural, and linguistic study that appreciation of Roman civilization and the Latin language inherently embodies.
Topics: In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if IB courses are going to be combined with AP or other curriculums, outlines should address additional non-IB topics to be covered. I. LANGUAGE: (in addition to a review of Latin I concepts) • NOUNS: Declensions I - V Genitive: genitive of description, objective genitive, partitive genitive, genitive with causa or gratia Dative: possession, purpose/reference, agent, with special adjectives and verbs Accusative: extent of time and space, subject of infinitive, place to which (w/out prep) Ablative: agent, cause, price, description, comparison, ablative absolute Locative: place where, from which (w/out prep) Apposition Comparison with quam PRONOUNS: • Relative, interrogative, personal reflexive, demonstrative hic, ille, is, ipse, idem, indefinite • ADJECTIVES: Positive, comparative, and superlative degrees of regular and irregular adjectives Numbers Cardinals 1- 20 Ordinals 1st - 10th Roman numerals ADVERBS: • Positive, comparative, and superlative degrees of regular and irregular adverbs Interrogative quando, cur, ubi, quomodo • CONJUNCTIONS: aut…aut, postquam, quamquam, nec…nec, sive…sive, vel…vel, si, non modo…sed etiam, antequam, nam, vero ENCLITICS: -ne, -cum, -que, -ve • • VERBS: Conjugations I - IV Six tenses of the indicative mood, active and passive voice Deponent verbs Indirect statement Infinitives Present and perfect, active and passive
Future active Infinitive in indirect statement Participles (present, perfect, future) Impersonal verbs (licet, placet, oportet) Subjunctive mood Hortatory, purpose, and result clauses Indirect question Indirect command Cum clauses Conditions • SYNTAX: Ablative absolute Passive periphrastic Gerunds and gerundives Expressions of purpose using gerunds and gerundives II. CULTURE AND CIVILIZATION: (in addition to Latin I material) GEOGRAPHY: • The Roman world Important bodies of water (e.g., Adriatic Sea, Aegean Sea, Black Sea) Rivers (e.g., Rhine, Po, Nile, Rubicon) Important islands and provinces (e.g., Germania, Aegyptus, Sicilia, Creta) HISTORY: • Prominent historical characters from Roman history (e.g., Augustus, Hannibal, Julius Caesar, Cleopatra, Marc Antony, Spartacus) Major events of Roman history (e.g., Punic Wars, Caesar’s conquest of Gaul) MYTHOLOGY: • Heroes and monsters (e.g., Jason and Medea, Odysseus, Perseus, Theseus, Daedalus, Minotaur, Chimera) Underworld (e.g., Cerberus, Charon, Proserpina, Styx, Pluto) ROMAN LIFE: • Meals and dining Housing (e.g. villa, domus, insulae) Education (at all levels) Hazards and violence of life in the Roman world (in the streets and on the high seas) Calendar terms (e.g., Kalends, Nones,, Ides, pridie, a.d. (ante diem) Government, magistrates, and social classes (e.g., consul, dictator, praetor, tribune, fasces, S.P.Q.R., equites) Military terms (e.g., legio, castra, legatus, impedimenta) Recreation and entertainment (e.g., baths, children’s indoor games, chariot racing, gladiatorial shows, wild beast fights, stage performances) Public ceremonies (e.g., coming of age, marriage, death and funerals) Religion (e.g., pontifex maximus, augures) III. LATIN IN USE: (in addition to Latin I material) BASIC SPOKEN PHRASES • • DERIVATIVES: English words based on Latin roots, prefixes, and suffixes • EXPRESSIONS, MOTTOES, AND ABBREVIATIONS: (e.g., caveat emptor, et al., vs., status quo, ad astra per aspera, persona non grata, morituri te salutamus)
Assessment: Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non-IB monitoring should be given, if they are part of the course.
Knowledge, proficiency in reading and writing, and understanding of the Latin language, vocabulary, grammar, and culture will be evaluated in a variety of formal and informal assessment activities in the classroom. Examples of such activities will include: • • • • • • • •
Quizzes (informal comprehension, translation, grammar and vocabulary checks) Tests (thorough coverage of specific chapter, unit, or grammar concepts) Individual and pair/small group translations (prepared and at sight; oral and written) Individual projects (culture, historical, mythology topics) Pair/small group projects Reading/writing activities (to manipulate the language, to compare and contrast the ancient world with our contemporary world) In class paired games and activities (consolidating activities that allow students to manipulate and practice the language) Discussions and oral presentations on assigned topics (relevant to culture, grammar, or word study topics)
Resources: List the books and other resource materials and software that will be used in the course. Information should include what is currently available as well as what is being ordered. TEXTS: Ecce Romani II, 3rd Edition, Pearson Prentice Hall, Needham, MA Ecce Romani II Language Activity Books IIA and IIB SUPPLEMENTARY READERS: The Romans Speak for Themselves, Book II, Pearson Prentice Hall, 2005 Fabulae Romanae, ed. Gilbert Lawall and David Perry, Longman, 1993 Short Latin Stories, Philip Dunlop, Cambridge University Press, 1987 GENERAL RESOURCES (books for students and teacher): Latin Dictionary, 2nd Edition. John C. Traupman, Amsco, 1994 Excelability in Advanced Latin, Marianthe Colakis, Bolchazy-Carducci, 2004 Review and Test Preparation Guide for the Intermediate Latin Student, Sally Davis, AddisonWesley, 1995 Ancient Rome, Sinon James, Dorling Kindersley, 1990 Ancient Rome: Monuments Past and Present, American Classical League Apicius: Cookery and Dining in Imperial Rome, Joseph Dommers Vehling, New York, 1977 The Ancient World, Helen and Robert Howe, Longman, 1987 As the Romans Did: A Sourcebook in Roman Social History, Jo-Ann Shelton, Oxford University Press, 1988 The Classical Cookbook, Andrew Dalby and Sally Grainger, J. Paul Getty Museum, 1996 Costumes of the Greeks and Romans, Thomas Hope, Dover Publications, 1962 Cultural Atlas for Young People: Ancient Rome, Mike Corbishley, American Classical League A Day in Old Rome, William Stearns Davis, Biblo-Moser Gladiator, Richard Watkins, Houghton Mifflin Company, 1997 Greek and Roman Technology, K. D. White, Cornell University Press, 1984 Houses, Villas and Palaces in the Roman World, A. G. McKay, Cornell University Press, 1975 A Map History of the Ancient World, Barrett, Bryce, and Kanowski, Longman, 1987 Mythology: Timeless Tales of Gods and Heroes, Edith Hamilton, New American Library, 1940 Myths of Greece and Rome, Thomas Bulfinch, Penguin Books, New York, 1981 Pictorial Dictionary of Ancient Rome, Ernest Nash, Hacker Art Books, New York, 1961 Pompeii, Ian Andrews, Cambridge University Press, New York, 1978 Pompeii, Peter Connolly, Oxford University Press, New York, 1979 The Roman Army, Peter Hodge, Longman, 1977 Roman Art and Architecture, Mortimer Wheeler, Oxford University Press, 1964
The Roman Engineers, L. A. Hamey and J. A. Hamey, Cambridge University Press, 1981 The Roman Family: A Bridge to Roman Culture, Values, and Literature, ed. Charles Floyd, American Classical League The Roman Colossuem, Fiona MacDonald & Mark Bergin, Peter Bedrick Books, 1996 Roman Cookery, John Edwards, Hartley & Marks Publishers, 1986 Roman Family Life, Peter Hodge, Longman, 1974 The Roman Forum, Michael Grant, Weidenfeld and Nicolson, London, 1970 The Roman House, Peter Hodge, Longman, 1975 Roman Life, Mary Johnston, Scott, Foresman and Company, Glenview, IL, 1957 Roman Myths, Michael Grant, Penguin Books, 1973 The Roman Origins of Our Calendar, Van Johnson, American Classical League, 1974 Roman Sport and Entertainment, David Buchanan, Longman, 1975 Roman Technology and Crafts, Miranda Green, Longman, 1979 Roman Towns, Peter Hodge, Longman, 1977 The Roman World, Boardman, Griffin, and Murray, Oxford University Press, 1988 The Roman World, Michael Vickers, State Mutual Books & Periodical Service, 1981 The Romans, Anthony Marks and Graham Tingay, Usborne, 1990 The Romans and Their Empire, Trevor Cairns, Cambridge University Press, New York, 1970 Rome: Its People, Life and Customs, Ugo Enrico Paoli, Longman, 1963 Slavery, Kenneth Hughes, George Allen & Unwin, Boston, MA, 1975 Sport in Greece and Rome, H. A. Harris, Cornell University Press, Ithaca, New York, 1972 Technology in the Ancient World, Henry Hodges, Penguin Press, 1970 Technology in the Time of Ancient Rome, Robert Snedden, Raintree Steck-Vaughn, 1998 These Were the Romans, G. I. F. Tingay and J. Badcock, Dufour Editions, Inc., 1979 A Visitor’s Guide to Ancient Rome, Lesley Sims, Usborne Publishing Limited, 1999 Vocabula et Sermones: Basic Vocabulary and Sample Conversations, Philip E. Lebet and David J. Perry, American Classical League Who’s Who in the Classical World, Simon Hornblower and Tony Spawforth, Oxford University Press, 2000 GENERAL RESOURCES (for teacher): De Discendi Natura: Learning Styles in the Teaching of Latin, Applause Learning Resources, 2006 Latin for Beginners: A Handbook for Teachers, Dorsey Price Salerno, American Classical League Latin in Motion: A Handbook for Teachers, Dorsey Price Salerno, American Classical League Latin for the 21st Century: From Concept to Classroom, Richard A. LaFleur, Scott ForesmanAddison Wesley, 1998 Latin in American Schools, Sally Davis, Scholars Press, Atlanta, GA, 1991 Standards for Classical Language Learning: A Collaborative Project of The American Classical League and The American Philological Association and Regional Classical Associations, Task Force on Standards for Classical Language Learning, American Classical League, Oxford, OH, 1997 AUDIOVISUAL RESOURCES: “Ancient Rome The Glorious Empire”, Kultur Video “Carmina Popularia--Well-Known Songs in Latin”, Applause Learning Resources, 2006 “Forum Romanum Series” (Parts I - VI), American Classical League/National Junior Classical League National Latin Exam “Greek and Roman Legends”, Films for the Humanities and Sciences, Princeton, NJ “Let’s Wrap--Ars Vestiendi Modo Romano”, Goldman, American Classical League “Life, Times, and Wonders of Rome and Pompeii”, Quaestar Video, 1995 “Lyrical Latin--Learning Latin Through Music”, Applause Learning Resources, 2006 “Monuments of Ancient Rome”, Educational Video Network, Huntsville, TX “The Powerful Gods of Mount Olympus”, A & E Television networks, 1996 “The Roman Arena”, Films for the Humanities, Inc., 1994 “Rome: Power & Glory” (6 volume collection) “Secrets of Lost Empires: Colosseum”, Nova, 1997 “Secrets of Lost Empires II: Roman Bath”, Nova, 2000 “Slaves in Ancient Rome”, Clearvue/EAV, Chicago, IL “Victims of Vesuvius”, Elizabeth L. Heimbach, American Classical League
ON-LINE RESOURCES/DATA BASES: PHSchool.com http://www.dl.ket.org/courses_latin.htm http://www.tatescreek.fcps.net/Library Grolier Online ELibrary Kentucky Virtual Library Lexington Public Library Databases: www.lexpublib.org/databases Literature Resource Center Infotrac
Teaching time: List all classroom teaching hours for each HL and SL course.
HL/SL course
Teaching hours
Latin II
The Latin II course will meet on an alternating A/B block rotation for 90 minutes every other day. There will be approximately 135 instructional/contact hours for the year.
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