Study Guide for the Florida Teacher Certification Examination

Latin K-12

FLORIDA DEPARTMENT OF EDUCATION www.fldoe.org

Developed, produced, and printed under the authority of the Florida Department of Education Subject area content developed by the Center for Instructional Development and Services College of Education Florida State University Produced by the Institute for Instructional Research and Practice College of Education University of South Florida

Authorization for reproduction is hereby granted to persons acting in an official capacity within the State System of Public Education as defined in Section 228.041(1), Florida Statutes. The copyright notice on the bottom of the page must be included on all copies. Permission is NOT granted for distribution or reproduction outside the State System of Public Education or for commercial distribution of the copyrighted materials without written authorization from the Department of Education. Questions regarding use of these copyrighted materials are to be addressed to: The Administrator Florida Department of Education 325 West Gaines Street, Suite 414 Tallahassee, Florida 32399-0400 Copyright 2002 State of Florida Department of State

Contents

1

Test and Study Guide Development

1

2

Preparation for the Test

3

3

Competencies and Skills

5

4

Sources for Review

11

5

Test Format and Sample Questions

17

6

Test-taking Advice

25

7

Additional Information

27

Acknowledgments

29

1

Test and Study Guide Development Teacher Certification Testing Since 1980, Florida teacher certification candidates have been required to pass the Florida Teacher Certification Examination (FTCE), which has consisted of tests in reading, writing, mathematics, and professional knowledge. The 1986 Florida Legislature modified the testing program by also requiring teacher candidates to pass a test in the subject area in which they wish to be certified. In addition, the Legislature substituted the Florida CollegeLevel Academic Skills Test (CLAST) for the reading, writing, and mathematics portions of the FTCE. The 2000 Florida Legislature replaced the CLAST with the General Knowledge Test, effective July 1, 2002. The subject area knowledge that is tested on the Latin K-12 examination was identified and validated by committees of content specialists from within the state of Florida. A majority of the committee members were public school teachers, but the committees also included district supervisors and college faculty with expertise in this field. Committee members were selected on the basis of recommendations by professional associations, experts in the field, and teachers’ unions. In developing the test, the committees used an extensive literature review, interviews with selected public school teachers, a large-scale survey of teachers, pilot tests, and their own professional judgment.

Role of the Study Guide The purpose of this study guide is to help candidates taking the Initial Teacher Subject Area Test in Latin K-12 to prepare effectively for the exam. The guide was designed to familiarize prospective test takers with various aspects of the exam, including the content that is covered and the way it is represented. The guide should enable candidates to direct their study and to focus on relevant material for review. This study guide is intended primarily for use by certification candidates, who may be students in a college or university teacherpreparation program, teachers with provisional certification, teachers seeking certification in an additional subject area, or persons making a career change to public school teaching. Candidates may have studied and worked in Florida or may be from out of state.

1

College or university faculty may also use the guide to prepare students for certification, and in-service trainers may find the guide useful for helping previously certified teachers prepare for recertification or multiple certification. This study guide is not intended as an all-inclusive source of subject area knowledge, nor is it a substitute for college course work in the subject area. The list of references is not exhaustive, and the sample items are not an exact representation of the content of the actual test. Instead, the guide is intended to help candidates prepare for the subject area test by presenting an overview of the content and format of the examination.

2

2

Preparation for the Test The following outline may help you to prepare for the exam. Adapt these suggestions to suit your own study habits and the time you have available for review.

Overview

•

Look over the organization of the study guide. Section 1 discusses the development of the test and study guide. Section 3 presents information about the content of the test. Section 4 contains an annotated bibliography of review sources. Section 5 lists question formats and includes sample test items. Section 6 offers strategies for taking the test. Section 7 identifies sources of further information.

Self-assessment

•

Decide which content areas you should review. Section 3 includes the competencies and skills used to develop this subject area test and the approximate proportion of test items from each competency area. It also cross-references each skill with the review sources found in Section 4.

Research

•

Choose the study resources you need. Section 4 lists sources you can use for a quick review, for specialized study, or for extensive test preparation.

Review

•

Study according to your needs. Review all of the competencies, concentrating on areas with which you are least familiar.

Practice

•

Acquaint yourself with the format of the exam. Section 5 describes types of questions you may find on the exam.

•

Answer sample test questions. Section 5 also gives you an opportunity to test yourself with sample test questions and an answer key.

Final preparation

•

Review test-taking advice. Section 6 includes suggestions for improving your performance on the exam.

3

4

3

Competencies and Skills The table on the following pages lists the competencies and skills used as the basis for the Latin K-12 exam. These competencies and skills represent the knowledge that teams of teachers, subject area specialists, and district-level educators have determined to be important for beginning teachers. This table could serve as a checklist for assessing your familiarity with each of the areas covered by the test. The percentage weightings and review sources should help you to organize your review. The following excerpt illustrates the components of the table:

Competency

Percentage of total test items

Competency/Skill

%

1 Knowledge of English words derived from Latin vocabulary

5

Review Sources

1 Use prefixes of Latin origin to determine meanings of English words.

18, 20, 23, 27, 28

2 Use Latin roots to determine meanings of English words.

18, 20, 23, 27, 28

2 Knowledge of Latin vocabulary in a given context

5

1 Recognize the most appropriate meaning for a Latin word, phrase, or idiom in a given context.

Skill

3, 7, 17, 18, 27, 28

Review sources

Competencies are areas of content knowledge. Skills identify behaviors that demonstrate the competencies. Percentages indicate the approximate proportion of test items that represent the competencies on the test. Asterisks indicate skills that are heavily weighted within the competency. Review sources for a particular skill are listed by number. Each number is keyed to a reference listed in Section 4 of this guide.

5

Table of Competencies and Skills, Percentages, and Review Sources Competency/Skill

%

1

5

2

3

6

Knowledge of English words derived from Latin vocabulary

Review Sources

1

Use prefixes of Latin origin to determine meanings of English words.

18, 20, 23, 27, 28

2

Use Latin roots to determine meanings of English words.

18, 20, 23, 27, 28

Knowledge of Latin vocabulary in a given context

5

1

Recognize the most appropriate meaning for a Latin word, phrase, or idiom in a given context.

3, 7, 17, 18, 27, 28

2

Use the most appropriate Latin word, phrase, or idiom in a given context.

3, 7, 17, 18, 27, 28

Identification of the grammatical forms of Latin words

15

1

Apply the rules for the formation of regular nouns and pronouns (i.e., personal, demonstrative, relative, and interrogative): the nominative, genitive, dative, accusative, ablative, and vocative forms of nouns; and the nominative, genitive, dative, accusative, and ablative forms of pronouns.

7, 8, 11, 13, 17, 18, 27

2

Apply the rules for the formation of regular adjectives and adverbs: the nominative, genitive, dative, accusative, ablative, and vocative forms of adjectives in the positive, comparative, and superlative degrees.

7, 8, 11, 13, 17, 18, 27

3

Apply the rules for the formation of regular and irregular (i.e., sum and possum) verbs: the person, number, tense, and voice of verbs in the indicative and subjunctive moods; and the present positive active imperative mood of verbs, including the irregular forms of dico, duco, and facio.

7, 8, 11, 13, 17, 18, 27

4

Apply the rules for the formation of verbals: the tense and voice of the infinitive (with the exception of the future passive); and the tense, voice, and case of participles.

7, 8, 11, 13, 17, 18, 27

Competency/Skill

%

4

18

5

Understanding of grammatical constructions in a given context

Review Sources

1

Identify the appropriate usage for nouns in the following cases: the nominative case (i.e., subject and predicate noun); the genitive case (i.e., possessive and partitive); the dative case (i.e., indirect object, extent to space and time, with certain prepositions, and subject of infinitive); the ablative case (i.e., place from which, place where, personal agent, accompaniment, manner, means, time, comparison, and degree of difference); and the vocative case.

7, 8, 11, 13, 17, 18, 27

2

Determine the appropriate usage of pronouns (i.e., personal, demonstrative, relative, and interrogative).

7, 8, 11, 13, 17, 18, 27

3

Determine the appropriate usage of adjectives (i.e., as modifiers, as predicate adjectives. and as nouns or substantives).

7, 8, 11, 13, 17, 18, 27

4

Distinguish the appropriate mood usage in independent and subordinate clauses: the indicative, subjunctive, and imperative moods in an independent clause; the indicative and subjunctive moods in dependent (subordinate) clauses (i.e., indicative in relative clauses subjunctive in purpose, result, indirect command, indirect question, cum causal, and cum concessive clauses).

7, 8, 11, 13, 17, 18, 27

5

Identify the appropriate usage of verbals: the complementary infinitive, the structure of the indirect statement, participles and participial phrases, and the ablative absolute construction.

7, 8, 11, 13, 17, 18, 27

6

Apply an integrated knowledge of vocabulary and grammatical forms and constructions to a Latin sentence.

7, 8, 11, 13, 17, 18, 27, 29

Knowledge of language teaching techniques appropriate to the Latin classroom

2

1

Select appropriate techniques for teaching derivation and vocabulary.

17, 18, 20, 29

2

Select appropriate techniques for analyzing the structure of Latin in a given situation.

17, 18, 20, 29

7

Table of Competencies and Skills, Percentages, and Review Sources Competency/Skill

%

6

20

7

Ability to read and understand passages of connected Latin prose at the level of difficulty of straightforward narrative passages in Caesar’s Gallic Wars, Book 1, or the De Illistribus Viris of Cornelius Nepos 1

Identify a main idea in a given passage of prose.

7, 17, 18, 27, 28

2

Identify facts and opinions in a given passage of prose.

7, 17, 18, 27, 28

3

Identify a reference or inference in a given passage of prose.

*

Ability to identify basic literary devices in a passage of connected Latin prose

2

1

8

Identify anaphora, antithesis, asyndeton, chiasmus, litotes, and parallelism in a given passage of prose.

Knowledge of teaching techniques for reading appropriate to the Latin classroom 1

9

Knowledge of the classical mythology

7, 17, 18, 27, 28

8, 11, 13

1

Select appropriate techniques for teaching reading comprehension and analysis.

17, 18, 29

9

1

Identify the functions and attributes of the major Greek and Roman deities.

1, 7, 10, 14, 16, 17, 21, 29

2

Identify major events connected with the prominent mythological figures.

1, 7, 10, 14, 16, 17, 21, 29

10 Knowledge of Roman literary history

8

Review Sources

2

1

Identify authors of the late Republic (i.e., Cicero, Caesar, Catullus, and Lucretius) by genre and major works.

6, 7, 12, 15, 16, 17, 18, 22, 27, 28

2

Identify major authors of the early Empire (i.e., Vergil, Horace, Ovid, and Livy) by genre and major works.

6, 7, 12, 15, 16, 17, 18, 22, 27, 28

Competency/Skill

%

11 Knowledge of Roman political history

7

Review Sources

1

Identify the names and dates of the three major periods of Roman history: Monarchy (753-509 B.C.), Republic (509-27 B.C.), and Empire (27 B.C.-A.D. 476).

7, 9, 16, 17, 18, 24, 25, 27

2

Identify events and biographical information associated with major characters of the Roman Monarchy (i.e., Romulus and Tarquinius Superbus).

7, 9, 16, 17, 18, 25

3

Identify events and biographical information associated with major characters of the late Roman Republic (i.e., the Gracchi, Marius, Sulla, Pompey, Crassus, Caesar, Cicero, and Antony).

7, 9, 16, 17, 18, 24, 25, 27

4

Identify events and biographical information associated with major characters of the early Roman Empire (i.e., the Julio-Claudian emperors).

7, 9, 16, 17, 18, 24, 25, 27

12 Knowledge of Roman social history

9

1

Identify major geographical locations in Italy, Gaul, Greece (Athens), Asia Minor (Troy), and North Africa (Carthage).

7, 17, 18, 27

2

Identify the parts of a Roman name.

7, 17, 18, 27

3

Identify the titles and primary duties of major Roman governmental officials.

2, 4, 5, 7, 16, 17, 18, 19, 27

4

Identify terms used for the major parts of a Roman house and basic articles of Roman clothing.

2, 4, 5, 7, 16, 17, 18, 19, 27

5

Apply the rules for the formation of Roman numerals.

7, 17, 18, 27

6

Identify the sequence of chronological dates (i.e., B.C./A.D.).

26, 27

13 Awareness of Roman contributions to Western civilization

3

1

Recognize contributions of Roman civilization to Western art, architecture, and engineering.

7, 17, 18, 27

2

Recognize contributions of Roman civilization to modern law, government, and science.

7, 17, 18, 27

3

Recognize contributions of the Latin language to the Romance languages.

7, 17, 18, 27

9

Table of Competencies and Skills, Percentages, and Review Sources Competency/Skill

%

14 Knowledge of reference materials and teaching aids essential for the Latin classroom

2

10

Review Sources

1

Select appropriate reference materials and instructional aids for teaching mythology.

1, 10, 14, 15, 16, 17, 18, 27, 29

2

Select appropriate reference materials and instructional aids for teaching political, social, and literary history.

2, 4, 5, 6, 9, 12, 15, 16, 17, 18, 19, 22, 24, 25, 29

4

Sources for Review The annotated bibliography that follows includes basic references that test candidates may use to prepare for the exam. These sources provide a framework for review of subject area knowledge learned through books, course work, and practical experience. The references have been coded to the table of competencies and skills, percentages, and review sources in Section 3 of this guide. Committees of content consultants compiled the bibliography to address the entire range of competencies and skills on the exam. The consultants selected references that provide relevant material, giving preference to sources that are available in college bookstores and libraries. This bibliography is representative of sources that can be used to prepare for the exam. The Department of Education does not endorse these references as the only appropriate sources for review; many comparable texts currently used in teacher preparation programs also cover the competencies and skills that are tested on the exam. Other textbook series and reference books for such subjects as history and mythology will also contain all the necessary information. In areas such as reading comprehension, vocabulary, derivatives, and customs, the materials may appear passim throughout the test. 1

Bulfinch, T. (1970). Bulfinch's mythology. New York: Crowell. A good narrative source for the study of mythology. Covers material specified by competency 9 and limited on the test to the following figures: Zeus, Hera, Hades, Poseidon, Apollo, Artemis, Hermes, Ares, Hephaestus, Demeter, Athena, Aphrodite, Hestia, Dionysus, Ariadne, Atalanta, Deadalus, Hercules, Jason, Medea, Midas, Perseus, Phaethon, and Theseus.

2

Carcopino, J. (1968). Daily life in ancient Rome: The people and the city at the height of the empire. New Haven, CT: Yale University Press. Excellent narrative source on social history. Review should be limited to material about government officials (i.e., aedile, censor, consul, dictator, praetor, qauestor, and tribune), major parts of a Roman house (i.e., the atrium, culina, triclinium, cubiculum, impluvium, alae, and fauces), and basic articles of Roman clothing (i.e., the tunica, pala, stola, soleae, and various types of togae). Useful in preparing for competency 12, skills 2-4, and competency 14.

11

3

Colby, J. K. (1963). Latin word lists. Oxford, OH: American Classical League. An excellent source for the study of vocabulary, with lists arranged to correspond to the number of years the student has studied Latin. Useful in preparing for competency 2, skill 1.

4

Cowell, F. R. (1961). Everyday life in ancient Rome. New York: G. P. Putnam's Sons. A very readable narrative for the study of social history. For specific content to be studied, see the annotation under Carcopino.

5

Davis, W. S. (1972). A day in old Rome: A picture of Roman life. New York: Biblo & Tannen. A good narrative source for the study of social history. For specific content to be studied, see the annotation under Carcopino.

6

Duff, J., & Duff, A. M. (1960). A literary history of Rome from the origins to the close of the Golden Age (3rd ed.). London: Ernest Benn. A very thorough source on literary history. Limited to the authors of the late Republic and the early Empire (i.e., Cicero, Caesar, Catallus, Lucretius, Vergil, Horace, Ovid, and Livy). Useful in preparing for competency 10, skills 1 and 2.

7

Freundlich, C. I. (1966). Review text in Latin (2nd ed.). New York: AMSCO. Excellent source for a study of derivatives, vocabulary, grammar, reading comprehension, and culture. Useful for competencies 1-4, 6, 7, and 9-13.

8

Gildersleeve, B. L., & Lodge, G. (1982). Latin grammar (3rd ed.). New York: St. Martin's Press. Thorough grammatical text which covers all aspects of grammatical form and usage. Includes a list of rhetorical figures of speech. Helpful in preparing for competencies 3, 4, and 7.

9

Grant, M. (1978). History of Rome. London: Weidenfeld and Nicolson. An excellent and readable narrative source for political, social, and literary history. Useful in preparing for competencies 1012.

12

10 Graves, R. (1960). The Greek myths (2 vols.). New York: Penguin Books. Comprehensive source on mythology. Includes exhaustive analyses of myths as well as thorough references to primary sources. For specific content to be studied, see the annotation under Bulfinch. 11 Greenough, J. G., Kittredge, G. L., Howard, A. A., & D'Ooge, B. L. (Eds.). (1981). Allen & Greenough's new Latin grammar for schools and colleges. New Rochelle, NY: Caratzas Bros. A thorough grammatical text which covers all aspects of grammatical form and usage. Includes a list of rhetorical figures of speech in the glossary. Useful in preparing for competencies 3, 4, and 7. 12 Hadas, M. (1952). A history of Latin literature. New York: Columbia University Press. A good source for the study of literary history. For specific content to be studied, see the annotation under Duff. 13 Hale, W. G., & Buck, C. D. (1966). A Latin grammar. Tuscaloosa, AL: University of Alabama Press. Grammatical text which covers all aspects of grammatical form and usage as well as rhetorical figures of speech. Useful for competencies 3, 4, and 7. 14 Hamilton, E. (1971). Mythology (rev. ed.). New York: New American Library. Thorough yet concise source for the study of mythology. For specific content to be studied, see the annotation under Bulfinch. 15 Hamilton, E. (1973). The Roman way (rev. ed.). New York: Avon. A good narrative source for the study of literary history. For specific content to be studied, see the annotation under Duff. 16 Hammond, N. G., & Scullard, H. H. (Eds.). (1970). Oxford classical dictionary (2nd ed.). Oxford: Clarendon Press. A very thorough source in encyclopedic format for a study of mythology and political, social, and literary history. Includes entries on mythological and historical figures and events, Roman authors, geographical locations, and Roman law. Useful in preparing for competencies 9-14.

13

17 Hines, L. M., & Welch, J. (1981). Our Latin heritage (3rd ed.). New York: Harcourt Brace Jovanovich. Two-volume series of high school texts covering all vocabulary and grammatical forms and usages specified in competencies 2-4. Includes much information on derivatives, mythology, literature, geography, and culture as well as passages for reading comprehension at the level of difficulty specified by competency 6. Accompanied by a teacher's manual containing supplemental teaching materials. Useful in preparing for competencies 1, 9, and 12, skill 1. 18 Jenney, C., Jr., Scudder, R. V., Baade, E. C., & Coffin, D. D. (1987). First year Latin. Newton, MA: Allyn and Bacon. Together with Second Year Latin, comprises a two-volume series of high-school texts covering all vocabulary, grammatical forms, and usages specified in competencies 24. Includes sections on political, social, and literary history. Contains reading passages and comprehension questions at the level of difficulty specified by competency 6. Accompanied by a teacher's resource guide for teaching techniques and derivatives. Useful in preparing for competencies 1, 5, 8, and 9. 19 Johnston, M. (1957). Roman life. Glenview, IL: Scott, Foresman. Excellent, thorough source for the study of social history. For specific content to be studied, see the annotation under Carcopino. 20 Levine, H. (1983). Vocabulary for the high school student (2nd ed.). New York: AMSCO. Together with Levine's Vocabulary for the College Bound Student, forms a good series for the study of word derivation. Useful in preparing for competency 1. Includes a section on techniques for teaching vocabulary which will help the candidate prepare for competency 5, skill 1. 21 Morford, M. P. O., & Lenardon, R. J. (1977). Classical mythology (2nd ed.). New York: Longman. An excellent narrative source for the study of mythology. For specific content to be studied, see the annotation under Bulfinch. 22 Rose, H. J. (1966). A handbook of Latin literature from the earliest times to the death of St. Augustine. New York: Dutton. A good source for the study of literary history. For specific content to be studied, see the annotation under Duff.

14

23 Schaeffer, R. F. (1960). Latin-English derivative dictionary. Oxford, OH: American Classical League. An alphabetical arrangement of Latin words with corresponding English derivatives. Useful in preparing for competency 1. 24 Scullard, H. H. (1959) From the Gracchi to Nero. New York: Praeger. Excellent source for political history. Includes limited information on social and literary history. Useful for competencies 10-12. 25 Sinnigen, W. G., & Boak, A. E. (1977). A history of Rome to A.D. 565 (6th ed.). New York: Macmillan. An excellent source on political, social, and literary history. Helpful for competencies 10-12. 26 Stein, J. (Ed.). (1984). Random House college dictionary (rev. ed.). New York: Random House. Helpful for determining how to calculate B.C./A.D. chronology. Provides an example under the entry "A.D." Useful in preparing for competency 12, skill 6. 27 Ullman, B. L., Henderson, C., Jr., & Henry, N. E. (1981). Latin for Americans. New York: Macmillan. A two-volume series of high school texts covering all vocabulary and grammatical forms and usages specified in competencies 2-4. Contains passages for reading comprehension at the level specified in competency 6. Includes sections on political, social, and literary history, plus the dating of events. Accompanied by a teacher's manual containing a section on Latin's contributions to the development of Romance languages. Useful in preparing for competencies 5; 8; 9; 12, skill 6; and 13, skill 3. 28 Wheelock, F. M. (1963). Latin: An introductory course based on ancient authors (3rd ed.). New York: Barnes and Noble. A commonly used college text covering vocabulary, derivatives, grammatical forms and usages, and literature. Contains passages for reading comprehension. Useful in preparing for competencies 1-4 and 6. 29 Zimmerman, J. E. (1964). Dictionary of classical mythology. New York: Harper & Row. Comprehensive quick-reference source on classical mythological figures. For specific content to be studied, see the annotation under Bulfinch.

15

16

5

Test Format and Sample Questions The Latin K-12 subject area test consists of approximately 100 multiple-choice questions. You will have two-and-one-half hours to complete the test. You will receive a test booklet with a separate answer sheet. Each question will contain four response options, and you will record your selection by bubbling in A, B, C, or D on the answer sheet.

Table of Question Types The table below presents types of questions on the exam and directs you to examples of these formats among the sample items that follow.

Question Format

Sample Items

Direct question Choose the response option that best answers the question.

Item 1, page 19 Item 2, page 19

Sentence completion Select the response option that best completes the sentence.

Item 9, page 20 Item 19, page 21

Analogy Choose the word that best completes the second pair according to the relationship expressed by the first pair.

Item 12, page 20 Item 16, page 20

Command Choose the correct response.

Item 4, page 19 Item 11, page 20

Translation Select the correct translation of the material from Latin to English or English to Latin

Item 7, page 19 Item 10, page 20

Manipulation Analyze and/or change inflected endings.

Item 6, page 19 Item 8, page 19

17

Question Format

Sample Items

Reading Comprehension Read a Latin passage, approximately 12 to 20 lines in length, with glossing. Then answer multiple-choice questions based on the passage. The test will include several sections at the level of difficulty found in Book I of Caesar’s Commentarii De Bello Gallico and the De Illustribus Viris of Cornelius Nepos.

Item 18, page 21 Item 23, page 22

Sample Items The following items represent both the form and content of questions you will encounter on the exam. These sample items cannot cover all of the competencies and skills that are tested, and they can only approximate the degree of difficulty of actual exam questions. However, these items will acquaint you with the general format of the exam. An answer key follows on page 24.

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DIRECTIONS: Read each item and select the best response. 1.

5.

What is the meaning of the prefix in recidivism? A.

towards

B.

back

Puella patri dixit se virum quem Marcus servavisset amare.

C. forward

3.

From which Latin root is the English word loquacity derived?

A.

nominative plural

B.

dative singular

C. genitive plural

D. through 2.

Identify the case and number of the pronoun quem in the following sentence.

D. accusative singular

6.

Identify the future plural form of auget.

A.

place

A.

augebunt

B.

speak

B.

augent

C. activate

C. augebitur

D. praise

D. augebuntur

Choose the most appropriate meaning for the idiom in the following sentence.

7.

Select the correct translation for videns. A.

seeing

Caesar hostes in fugam dedit.

B.

having seen

A.

put to flight

C. being seen

B.

has fled

D. about to see

C. was afraid of D. surrendered to 4.

Identify the case and number of vulnerum. A.

accusative singular

B.

nominative singular

C. genitive plural

8.

Select the INCORRECT noun/adjective combination. A.

hominis nullius

B.

itinere brevi

C. nautae bonae D. pueris duobus

D. accusative plural

19

9.

Choose the correct form to complete the following sentence. Tam pulcher erat Parthenon ut eum spectantes A.

steterimus.

B.

stabamus.

C. staremus.

13. Which period of Roman history encompasses the dates 27 B.C. to A.D. 476? A.

Monarchy

B.

Interregnum

C. Empire D. Republic

D. stetissemus. 14. A Roman slave normally took food from the culina to the 10. Choose the correct translation for the underlined word in the following sentence. Puer territus non ad oppidum fugit. A.

because he is frightening

B.

although he was frightened

C. when he was frightening D. if he is frightened 11. Identify the best way to introduce students to the grammatical construction illustrated by the underlined phrase in the following sentence. Signo dato, Caesar discessit. A.

Translate the sentence into English.

B.

Discuss Roman military strategy.

C. Compare English and Latin complex sentence structure. D. Analyze the independent clause in the sentence. 12. Jupiter : heavens :: ________ : seas A.

Neptune

B.

Pluto

C. Apollo D. Mercury

20

A.

triclinium.

B.

bibliotheca.

C. tabularium. D. latrina. 15. Which date comes first chronologically? A.

A.D. 190

B.

A.D. 1

C. 90 B.C. D. 1 B.C. 16. nuntio : audio :: iubeo : ________ A.

dico

B.

impero

C. pareo D. postulo 17. During the Ciceronian Age, which official held the highest position in the cursus honorum? A.

aedilis

B.

consul

C. tribunus D. praetor

READING COMPREHENSION DIRECTIONS: Refer to the following passage to answer questions 18-23. ROME'S ENEMIES 1 2 3 4 5 6 7 8 9

Dum bellum in Numidia contra Iugurtham geritur, Romani consules, M. Manlius et Q. Caepio, a Cimbris et Teutonibus victi sunt iuxta flumen Rhodanum et, ingenti internecione attriti, etiam castra sua et magnam partem exercitus perdiderunt. Timor Romae grandis fuit quantus vix Hannibalis tempore Punici belli ne iterum Galli Romam venirent. Ergo Marius post victoriam Iugurthinam secundo consul est factus, bellumque ei contra Cimbros et Teutonas decretum est. Tertio quoque ei et quarto delatus est consulatus quia bellum Cimbricum protrahebatur.

Vocabulary Line 3: attero, atterere, attrivi, attritum = exhaust Line 8: defero, deferre, detuli, delatum = confer 18. In lines 1-4 (Dum...perdiderunt), what happened at the Rhone River? A.

The consuls were killed in Numidia.

B.

Jugurtha was fighting the Teutones and Cimbri.

C. The Romans lost a great part of their army. D. The Romans retreated to their camp. 19. In line 3, the phrase ingenti internecione attriti refers to the A.

cowardice of the Cimbri.

B.

size of the Rhone River.

20. In line 5, Galli has an earlier reference to A.

M. Manlius et Q. Caepio (line 2).

B.

Cimbris et Teutonibus (line 2).

C. ingenti internecione (line 3). D. magnam partem exercitus (line 4). 21. The last two sentences (Ergo... protrahebatur) imply that A.

Marius's third and fourth consulships were not typical of Republican government.

B.

Marius defeated the Cimbri four times.

C. defeat of the Romans.

C. The Cimbri and Teutones defeated the Romans during Marius's second consulship.

D. fear of Jugurtha.

D. Manlius and Caepio had defected.

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22. The Romans repeatedly elected Marius consul because they believed that A.

an attack by Hannibal was imminent.

B.

a competent general was needed.

C. Jugurtha would win the war. D. Jugurtha was a leader to be feared. 23. What is the main idea of this passage? A.

The Cimbri and the Teutones were a great threat to Rome.

B.

Marius, general and consul of Rome, wanted to rival Hannibal as a leader.

C. Jugurtha was leading the Cimbri and Teutones against Rome. D. Hannibal and Jugurtha were two famous opponents of Rome.

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Answer Key

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1. B

9. C

17. B

2. B

10. B

18. C

3. A

11. C

19. C

4. C

12. A

20. B

5. D

13. C

21. A

6. A

14. A

22. B

7. A

15. C

23. A

8. C

16. C

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Test-taking Advice • •

Go into the exam prepared, alert, and well-rested.

•

Dress comfortably and bring a sweater or jacket in case the room is too cool.

•

Take the following with you to the test site: admission ticket picture identification watch money for lunch and change for vending machines

Complete your travel arrangements prior to the exam date. Plan to arrive early so that you can locate the parking facilities and examination room without rushing.

There are many strategies for taking a test and different techniques for dealing with different types of questions. Nevertheless, you may find the following general suggestions useful.

•

Read each question and all the response options carefully before marking your answer. Pay attention to all of the details.

•

Go through the entire test once and answer all the questions you are reasonably certain about. Then go back and tackle the questions that require more thought.

•

Check periodically to be sure that you are correctly coding your answers on the answer sheet. When you answer questions out of sequence, be certain that the answers you mark on your answer sheet correspond to the correct question numbers in the test booklet.

•

When you are not certain of the right answer, eliminate as many options as you can and choose the response that seems best. It is to your advantage to answer all the questions on the test, even if you are uncertain about some of your choices.

•

Be certain to mark your answers clearly on the answer sheet. If you change an answer, erase the first pencil mark completely. Also make sure there are no stray marks on the answer sheet.

•

After completing the exam, go back and check every question. Verify that you have answered all of the questions and that your responses are correctly entered.

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Additional Information Write to the following address to request an FTCE registration bulletin or tso request information on test administration, retakes, and score reports, or to offer comments about this study guide. FTCE Inquiries Florida Department of Education 325 West Gaines Street, Suite 414 Tallahassee, Florida 32399-0400 Write to the address below for an order form and price list if you wish to order additional copies of this study guide or guides for other subject areas, the Professional Education Test, the General Knowledge Test, or the Florida Educational Leadership Examination. Study Guides / USF The Institute for Instructional Research and Practice HMS 401 4202 Fowler Avenue Tampa, Florida 33620-8360 Refer to the following Web site for additional FTCE information including upcoming test dates, test registration, pass/fail status, and score reports. www.cefe.usf.edu

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Acknowledgments The Department of Education wishes to thank the following people for their work with the Florida Teacher Certification Examination program.

Project Administration Center for Instructional Development and Services College of Education Florida State University

Study Guide Development and Review Lois Ann Bower, Teacher, Lincoln High School, Leon County Public Schools Linda Gaskin, Teacher, Edward H. White High School, Duval County Public Schools Joseph Gilpin, Executive Secretary, Florida Foreign Language Association Cynthia Hazard, Teacher, Bay High School, Bay County Public Schools Karen Singh, Professor, Developmental Research School, Florida State University Marcia Stille, Teacher, Lakeland Senior High School, Polk County Public Schools

Test Development and Validation Jean Ali, Teacher, Miami Beach Senior High School, Dade County Public Schools Alan Blessing, Teacher, Northeast High School, Pinellas County Public Schools Lois Ann Bower, Teacher, Lincoln High School, Leon County Public Schools Sheila Dickison, Associate Professor of Classics, University of Florida Ernest Frechette, Professor of Education, Florida State University Linda Gaskin, Teacher, Edward H. White High School, Duval County Public Schools Sara Gibson, Teacher, Land O'Lakes High School, Pasco County Public Schools Joseph Gilpin, Executive Secretary, Florida Foreign Language Association Pequeno Marie Girardeau, Teacher, Andrew Jackson High School, Duval County Public Schools Sr. Clare Gleeson, Teacher (Retired), Cardinal Newman High School, West Palm Beach Virginia Greenland, Teacher, The Bolles School, Jacksonville

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Margaret Hall, Teacher, Leon High School, Leon County Public Schools Cynthia Hazard, Teacher, Bay High School, Bay County Public Schools Peggy Knowles, Teacher, Merritt Island High School, Brevard County Public Schools Ann Lacambra, Teacher, Trinity Preparatory School, Winter Park Linda Mishkin, Teacher, St. Stephen's Episcopal School, Bradenton Donald Peet, Teacher, Lakewood High School, Pinellas County Public Schools Virginia Schrenker, Teacher, Coral Gables High School, Dade County Public Schools Charles Schuler, Teacher, Escambia High School, Escambia County Public Schools Barbara Schwam, Teacher, Eau Gallie High School, Brevard County Public Schools Karen Lee Singh, Professor, Developmental Research School, Florida State University Marcia Stille, Teacher, Lakeland Senior High School, Polk County Public Schools Kathryn Stricklin, Teacher (Retired), Palatka High School, Putnam County Public Schools Fr. George Wendt, Headmaster, Holy Cross Academy, Miami

Study Guide Production Institute for Instructional Research and Practice College of Education University of South Florida

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