DOCSLIB.ORG

Latin Curriculum Guide. INSTITUTION North Carolina State Dept

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Latin Curriculum Guide. INSTITUTION North Carolina State Dept DOCUMENT RESUME ED 417 607 FL 025 130 TITLE Latin Curriculum Guide. INSTITUTION North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. PUB DATE 1998-00-00 NOTE 190p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Behavioral Objectives; Classroom Techniques; Cultural Awareness; *Curriculum Design; *Educational Objectives; Elementary Secondary Education; Fles; *Latin; Second Language Instruction; Second Language Learning; *State Standards IDENTIFIERS North Carolina ABSTRACT North Carolina's Latin curriculum guide describes the overarching concepts for Latin study, particularly at the secondary level, and outlines what students should know and be able to do at the beginning, intermediate, and advanced levels. It is designed to provide directions to school districts as they plan and/or continue to improve their Latin language program. It does not prescribe course content, but is designed to be expanded in the local course curriculum. Introductory sections provides background information on national educational and foreign language standards, curriculum origins, considerations in local program design at both elementary and secondary levels, language and cultural components, instructional strategies and techniques, targeted cognitive skills, the role of grammar and translation, use of technology, and the organization of the guide. The guide itself is organized around four goals: communication (understanding written Latin); culture (knowledge and understanding of the Greco-Roman culture); connections/comparisons (relating Latin and the Greco-Roman world to one's own language and culture); and communities (participation in a wider community of languages and cultures). For each of these goal areas, general performance objectives and more specific performance objects and sample activities and assessments are detailed. Supporting materials are appended. (MSE) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Latin m U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization . originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent "PERMISSION TO REPRODUCE THIS official OERI position or policy. MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Public Schools of North Carolina mini kz), State Board of Education a"U BEST COPY AVAILABLE Department of Public Instruction LrW' O Latin Curriculum Guide Public Schools of North Carolina State Board of Education Department of Public Instruction Instructional Services Foreign Languages 301 North Wilmington Street Raleigh, North Carolina 27601-2825 1998 3 The State of North Carolina does not discriminate with regards to race, color, gender, national origin, or disability. 4 LATIN CURRICULUM GUIDE Evaluation Form Your suggestions and insights are needed to help us evaluate the North Carolina Latin Curriculum Guide. Please read it carefully and spend a few minutes to fill out this evaluation and return it to the address listed at the bottom of the page. Thank you for helping us serve you and your students better. Please check one: Teacher: Administrator: Rate the following statements from 1-5, with 1 being lowest and 5 being highest. 1. The document is well structured. 1. 2 3 4 5 2. The document is written and 1 2 3 4 5 formatted in a way that makes it easy to use. 3. The document is useful to Latin 1 2 3 4 5 teachers and others interested in Latin education. 4. The document incorporates 1 2 3 4 5 appropriate concepts and processes inherent to the teaching of Latin. 5. The document provides direction 1 2 3 4 5 and suggestions for the teaching of Latin. 6. Suggestions or comments: (Please use the back of this sheet and attach pages if needed.) Return to:Bernadette Morris, Foreign Language Consultant North Carolina Department of Public Instruction 301 North Wilmington Street Raleigh, North Carolina 27601-2825 FAX (919) 715-2229 or (919) 715-0517 iii ACKNOWLEDGMENTS The Second Language Section from the Department of Public Instruction wishes to thank the many teachers, parents, students, and administrators who participated in the development of the Latin Curriculum Guide. We appreciate the many comments suggested by public school teachers, by representatives from institutions of higher education, and by administrators during various phases of the revision process. Finally, we would like to recognize the members of the Latin Curriculum Revision Committee who, during this past year, devoted their time, their energy, and their expertise to the development of this document. Danetta Genung, Latin Teacher, Winston-Salem/Forsyth Schools Steve Hauge, Curriculum Specialist, Cumberland County Schools Becky Lewis, Latin Teacher, New Hanover County Schools Libby Linker, Latin Teacher, Burke,.County Schools Cheryl Mimms, Latin Teacher, Wake County Schools Mary Pendergraft, Latin Associate Professor, Wake Forest University Ellen Ringer, Latin Teacher, Pitt County Schools Chalice Yehling, Latin Teacher, Durham Public Schools Kay Zimmerman, Latin Teacher, Greensboro Day School iv TABLE OF CONTENTS Introduction 2 What Is the New Latin Curriculum Guide? 2 Latin and the Basics 2 National Standards 4 Foreign Language Standards 4 How This Guide Was Developed 4 Program Considerations 6 Purpose of Latin Study 6 Benefits of Latin Study 7 Kinds of Programs 8 Program Goals 11 Instructional Considerations 14 Instructional Strategies 14 Multiple Intelligences 14 High Order Thinking Skills 15 Role of Grammar 18 Translation 19 Assessment 19 Role of Technology 21 Organization of the Latin Curriculum Guide 22 Goals and Standards 22 Objectives 23 Descriptions of Levels 24 Sample Activities and Assessments 25 Teacher Note(s) 25 Goals, Standards, and Objectives 27 Goal 1: Communication 35 Goal 2: Culture 59 Goal3:Connections/Comparisons 80 Goal4: Communities 107 Sample Scenarios 122 Glossary 152 ResoUrces 156 Appendix 165 Graphic Organizers 166 Goals, Standards, and Objectives by Levels 170 Standards for Classical Language Learning 182 FOREWORD The teaching of Latin continues to hold a vital place in our educational system. There are an estimated 15,000 students enrolled in Latin classes at the middle and high school level in North Carolina. Continued interest in Greco-Roman culture is paired with renewed emphasis on the benefits of Latin study, in part, "from the recognition that the study of Latin can be a very effective aid in improving language skills in English..." (Standards for Classical Language Learning, p. 3). The study of Latin offers students insights into language and vocabulary development, interactions with ancient civilizations through the reading of literature, and a cross-cultural understanding of another civilization.In addition, through the study of Latin, students gain insights into the nature of languages and cultures and on the complex interaction between the two concepts. Those are just a few reasons to include the study of Latin in the curriculum of North Carolina's schools. The Latin Curriculum Guide examines the broad concepts which form the basis for Latin study in North Carolina and outlines what students should know and be able to do at each level of language. We hope that this document will provide direction to school districts as they plan and/or continue to improve their Latin program. vi a Latin Curriculum Guide Latin - Revised 1998 1 INTRODUCTION Highlights What Is the New Latin Curriculum Guide? Latin and the Basics National Standards Foreign Language Standards How This Curriculum Guide Was Developed What Is the The Latin Curriculum Guide describes the overarching concepts New Latin which form the basis of Latin study in North Carolina and Curriculum outlines what students should know and be able to do at the Guide ? beginning, intermediate, and advanced levels.It is designed to provide direction to school districts as they plan and/or continue to improve their Latin language program. The Latin Curriculum Guide replaces the Latin curriculum published in 1985.It does not prescribe course content but instead offers a great deal of flexibility by serving as a guide for school districts. The overview presented in this document will need to be expanded in the local curriculum document to reflect the beliefs, policies, and philosophy of the local educators; other possible topics to consider include specific course content, teaching, learning, and assessment strategies, as well as specific activities and resources supporting instructional practices. Latin and the The North Carolina State Board of Education in 1995 created the Basics New ABCs of Public Education, its plan for restructuring education in the state. The B in the ABCs focuses on instruction in the basics: "While schools must teach many things, the Board believes that schools must ensure that all students master the basics of reading, writing, and mathematics." The Latin Curriculum Guide recognizes the importance of the basics of reading and writing as key elements in each student's education. Classicists have long known the effects of Latin study in improving English reading and writing ability.
Load more

Recommended publications
  • The Relationship of PSAT/NMSQT Scores and AP Examination Grades
    Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered.
    [Show full text]
  • Curriculum Vitae: RONNIE ANCONA
    Curriculum Vitae: RONNIE ANCONA Ronnie Ancona Classics Hunter College 695 Park Ave. New York, NY 10065, U.S.A. Hunter West, Room 1402 phone 212-772-4960 or 212-772-5065 [email protected] Higher Education Ohio State University, Ph.D. Classics, 1983 University of Washington, M.A., Classics, 1974; B.A., Latin, 1972 Additional Training The American School of Classical Studies at Athens, Summer Session, 1978 The American Academy in Rome, Summer Session, 1977 The Vergilian Society Session at Cumae, 1977 Professional Experience Hunter College, CUNY, Professor of Classics (2005- ), Associate Professor (1995-2004), Assistant Professor (1985-1994) The Graduate Center, CUNY, Ph.D. Program, Associate Professor to Professor (1995-present), (concurrent with Hunter College) Carleton College, Assistant Professor of Classics, 1983-85 Ohio State University, Graduate Teaching Associate, 1978-83 The Bush School, Seattle, Washington, Latin Teacher, 1973-78 University of Washington, Graduate Teaching Assistant, 1973 Publications Books Writing Passion Plus: A Catullus Reader Supplement, Bolchazy-Carducci Publishers, 2013 Horace: A Legamus Transitional Reader, co-author with David J. Murphy, Bolchazy- Carducci Publishers, 2008 Review: BMCR 2009.07.45 http://bmcr.brynmawr.edu/2009/2009-07-45.html A Concise Guide to Teaching Latin Literature, editor, University of Oklahoma Press, 2007 Reviews: Bryn Mawr Classical Review 2007.10.16; Greece and Rome 54 (2007) 285; Euroclassica Newsletter 16 (2008) 60-61 http://www.eduhi.at/gegenstand/EuroClassica/data/Euroclassica_Newsletter2008.pdf Classical Outlook 85 (2008) 169; College Board website, AP Central: http://apcentral.collegeboard.com:80/Pageflows/TeachersResource/viewResourceDetail.do?resourceId= 11632 Gendered Dynamics in Latin Love Poetry, co-editor with Ellen Greene, Johns Hopkins University Press, 2005 Reviews: Choice 43 (Jul.
    [Show full text]
  • (AP) and International Baccalaureate Higher Level (IBH) Exams
    Advanced Placement Exams (AP) and International Baccalaureate Higher Level Exams (IBH) 2014-2015 (General Education Requirements Pre-Fall 2010 and Beginning Fall 2010) AP Exams Score Qtr Gen Ed Gen Ed UCSC Course Equivalency Notes: Subject Units Pre-Fall Beginning 2010 Fall 2010 AP Art History 3,4,5 8 A IM One course waived for the Art major but may not be used in lieu of IH lower-division courses for the History of Art and Visual Culture major. AP Art, Studio Maximum of 8 units granted for all Studio Art exams. 2-D Design 3,4,5 8 A PR-C ___________ _____ ____ ________ ______ 3-D Design 3,4,5 8 A PR-C ___________ _____ ____ ________ ______ Drawing 3,4,5 8 A PR-C ---------------- -------- ------------------------------------------ Drawing 4,5 Art 20A AP Biology 3,4,5 8 IN SI -------- ------------------------------------------ 5 BIOL 20A BIOE 20B AP Chemistry 3,4,5 8 IN SI ------- -------------------------------------------- 5 Chemistry 1A AP Computer 3,4,5 2 Science A -------- ----------------------------------------- ---------------------------------------------------------------------------------- 3 Computer Science 5J Contact the School of Engineering. -------- ----------------------------------------- 4,5 Computer Science 12A, 12L AP Computer 3,4,5 4 IN MF Last given in May 2009. Science AB -------- --------------------------------------- 4,5 Computer Science 12A, 12L Computer Science 12B, 12M AP Economics 3,4,5 4 IS PE-H Both Economics exams may be taken for credit but satisfies one IS. Macroeconomics -------- --------------------------------------- 4,5 Economics 2 ______________ _____ ____ ________ ______ __________________________ Microeconomics 3,4,5 4 IS PE-H ------- --------------------------------------- 4,5 Economics 1 Office of Admissions in conjunction with Committee on Educational Policy and academic departments Page 1 AP Exams Score Qtr Gen Ed Gen Ed UCSC Course Equivalency Notes: Subject Units Pre-Fall Beginning 2010 Fall 2010 AP English Satisfies Entry Level Writing Requirement (ELWR).
    [Show full text]
  • The 4Th Annual AP® Report to the Nation This Report Is Embargoed Until February 13, 2008, at 11:00 A.M
    The 4th Annual AP® Report www.collegeboard.com/appress to the Nation This report is embargoed until February 13, 2008, at 11:00 a.m. EST. Contents Introduction .......................................................... 1 Part I: Themes of Equity and Excellence ................................................ 3 Theme 1: States Leading the Nation in AP® Student Performance and Participation..............4 Theme 2: The Work Ahead—Closing Equity and Excellence Gaps ............................ 7 Part II: 2007 AP Exam Administration Results ............................................11 Appendix A: AP Data at a Glance..........................................................47 Appendix B: AP Exams Taken in U.S. Public Schools by the Class of 2007..........................48 Appendix C: Raw Numbers for Table 1: U.S. Public Schools ..................................... 52 Appendix D: Changes in Equity and Excellence Gaps from 2002 to 2007...........................53 Notes .................................................................... 57 A Word About Comparing States and Schools AP Exams are valid measures of students’ content mastery of college-level studies in specific academic disciplines, but should never be used as a sole measure for gauging educational excellence and equity. i Introduction More than ever before, educators across the United Note: Improvements to student record-matching States are enabling a wider and more ethnically algorithms have eliminated the small percentage of diverse proportion of students to achieve success
    [Show full text]
  • Rye High School Program of Studies 2018-2019
    Program of Studies 2018-2019 Rye High School RYE HIGH SCHOOL Patricia B. Taylor, Principal (914) 967-6100, Ext. 1908 One Parsons Street, Rye, New York 10580 Fax (914) 967-4380 _____________________________________________________________________________________ Dear Parents and Students, The Program of Studies is designed to share with students and parents the current course offerings. The selection of courses is one of the most important tasks in a student’s high school career. Choices you make will be advantageous to future post-secondary planning. You are encouraged to thoroughly review the many opportunities available to you. As you review the choices, consider the prerequisites of each course, as well as the placement recommendations of your teachers. Your current teachers have purposefully recommended courses for the 2018-2019 school year which they believe will inspire and challenge you. Your Guidance Counselor will offer sound advice regarding the development of your high school program based on your interests and graduation requirements. Students and parents are encouraged to have individual meetings with the counselors during January and February to assist with the selection of course requests, for both next year and for sharing preliminary thoughts towards post-secondary planning purposes. Rye High School offers a diverse collection of required and elective courses from which students can choose. Students are required to carry a minimum of 6 classes plus Physical Education in grades 9-11 and 5 classes plus Physical Education in grade 12. We encourage all students to view course requests from the lens of exploring opportunities, following personal interests, graduation requirements, and in preparation for becoming a life-long learner.
    [Show full text]
  • Using the PSAT/NMSQT and Course Grades in Predicting Success in the Advanced Placement Program®
    College Board Report No. 98-4 Using the PSAT/NMSQT and Course Grades in Predicting Success in the Advanced Placement Program® WAYNE J. CAMARA and ROGER MILLSAP Acknowledgments We would like to thank several College Board staff who assisted in reviewing and shaping the research proposal and final report. These staff were extremely helpful in determining the types of information that high school counselors and faculty need in making Wayne J. Camara is executive director, Research and placement decisions, and how data could best be Development, and senior research scientist, The College formatted for this purpose. Arthur Doyle and Howard Board. Everson, as well as numerous additional staff from the College Board Regional Offices helped in shaping all Roger Millsap is associate professor, Department of aspects of this work. We would also like to thank Psychology, Arizona State University. Wade Curry, Rick Morgan, Brian O’Reilly, and Maureen Welsh for their comprehensive reviews and suggestions on how to make this report more accessible Researchers are encouraged to freely express their pro- to educators. Finally, we thank Avis Hudson, who fessional judgment. Therefore, points of view or opin- typed many of the tables in this report, and Ginny ions stated in College Board Reports do not necessarily Perrin provided invaluable assistance in preparing the represent official College Board position or policy. final report. Founded in 1900, the College Board is a not-for-profit educational association that supports academic preparation and transition to higher education for students around the world through the ongoing collab- oration of its member schools, colleges, universities, educational systems and organizations.
    [Show full text]
  • View the 2020-2021 Advanced Placement Guide
    Incarnate Word Academy A Catholic College Preparatory High School for Young Women Since 1873 Advanced Placement Guide 2020 – 2021 609 Crawford Houston, TX 77002 713-227-3637 (office) 713-227-1014 (fax) www.incarnateword.org 1 Incarnate Word Academy: 2020 – 2021 Advanced Placement Guide IWA asks students to value curiosity and new experiences just as much as they value rigor when building personally challenging schedules from our college preparatory core classes, honors and Advanced Placement classes, and wide-reaching electives. Honors courses are preparatory for Advanced Placement courses, offering an increased pace, content and workload. Advanced placement courses follow the College Board’s Advanced Placement curriculum and provide an opportunity to gain college credit by sitting for national AP examinations held in May. Course Placement For placement into an honors or an AP course, a student must meet established criteria from each department. These department guidelines are outlined in the course description catalog. Students must maintain the honors or the AP course criteria to be eligible to enroll in the subsequent honors or AP courses the following year. Preliminary Honors/AP core course placement will be made using the student’s 1st semester average grade. Course placement is re-evaluated at the end of the fourth quarter by the student’s core teachers, and final placement is based on each department’s honors/AP enrollment prerequisites and 2nd semester average grades. Course Selection Process: Each student meets with a Counselor or the Academic Dean during the spring semester to discuss course selections for the following year. At this meeting, the Counselor will present the core classes for which the student’s current core teachers have approved her, based on the department’s honors/AP enrollment prerequisites.
    [Show full text]
  • SABBATICAL in SOUTH AFRICA Volume 25 • WINTER 2012
    Non-Profit Organization US Postage PAID Greensboro, NC 5401 Lawndale Drive, Greensboro, NC 27455 Permit No. 636 WINTER 2012 Volume 25 @GreensboroDay facebook.com/GDSBengals SABBATICAL IN SOUTH AFRICA Volume 25 • WINTER 2012 On the cover: Internati onal Programs Coordinator and ESL Instructor Don Lahey encountered plenty of wildlife during his sabbati cal in South Africa. BOARD OF TRUSTEES Mission Statement: Greensboro Day School WINTER 2012 develops the intellectual, Sandra Adams Paul Milam ethical, and interpersonal Lenora Billings-Harris Leigh Ann Pool foundati ons students need Patrick Burns Russ Robinson to become constructi ve contributors to the world. Marion Follin Jim Rucker ’82 Penny Graves J. Scott ’90 Greensboro Day School does not discriminate on the basis of Carrie Griswold Mary Scott race, color, creed, nati onal or AROUND CAMPUS Burney Jennings Robert Smith ethnic origin, disability (to Campus News page 5 the extent that reasonable Buster Johnson Adeline Talbot Sports Report page 12 accommodati ons are possible), Chuck Keeley ’81 Fran Tewkesbury (Chair) or sexual orientati on in the Photos page 14 Robert Ketner Nancy Vaughan administrati on of its educati onal policies, admissions policies, Kristen Magod Wes Watson or any other programs FEATURES Patt y McIvor Jack Whitley administered by the school. South Africa: Stacy Calfo, Editor A Land of Contrasts page 18 [email protected] GDS AIMS to Provide Greensboro Day School a World Class Educati on page 22 5401 Lawndale Drive ADMINISTRATION Greensboro, NC 27455 Service
    [Show full text]
  • 1 Wesleyan Christian Academy Mission Statement the Mission Of
    Wesleyan Christian Academy Mission Statement The mission of Wesleyan Christian Academy is to assist in developing students spiritually, academically, socially, and physically by providing a Christian education in a traditional, college-preparatory setting. Athletic Philosophy As Christians we are commanded to be different from the world around us. Our desire is to please the Lord in all that we do. Jesus Christ is to be the center of all our attention, both on and off the athletic arena. It is critical that we “Live Out” His character, nature, and attitude in all that is done. The athletic program at Wesleyan Christian Academy exists to guide students in developing their bodies, mind, and character in a manner pleasing to God. Not only are immediate goals and desires sought after, but also a high regard is placed on values, which will last for eternity. “And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through Him.” Colossians 3:17 1 Statement of Faith 1. We believe the Bible to be the inspired, the only infallible, authoritative, inerrant Word of God (II Timothy 3:15, II Peter 1:21). 2. We believe there is one God, eternally existent in three persons – Father, Son, and Holy Spirit (Genesis 1:1, Matthew 28:19, John 10:30). 3. We believe in the deity of Christ (John 10:33); His virgin birth (Isaiah 7:14, Matthew 1:23, Luke 1:35); His sinless life (Hebrews 4:15, Hebrews 7:25); His miracles (John 2:11); His vicarious and atoning death (I Corinthians 15:3, Ephesians 1:7, Hebrews 2:9); His resurrection (John 11:25, I Corinthians 15:4); His ascension to the right hand of the Father (Mark 16:19); His personal return in power and glory (Acts 1:11; Revelation 19:11).
    [Show full text]
  • Saint Mary's Hall Upper School Curriculum Guide 2020-2021
    Saint Mary’s Hall Upper School Curriculum Guide 2020-2021 TABLE OF CONTENTS Scheduling Timeline…………………………………………………………………………..2 Graduation Requirements…………………………………………………………………….3 Scheduling Notes……………………………………………………………………………...4 Course Selection Overview…………………………………………………………………....5 Department Course Flow Charts……………………………………………………………..6 English Department…………………………………………………………………………….6 Mathematics Department……………………………………………………………………….7 Science Department…………………………………………………………………………….8 Social Studies Department………………………………………………………………………9 World Language Department…………………………………………………………………..10 Department Course Offerings……………………………………………………………….12 Athletic Department Course Offerings………………………………………………………....12 English Department Course Offerings…………………………………………………………13 Fine Arts Department Course Offerings……………………………………………………….16 Mathematics Department Course Offerings……………………………………………………25 Science Department Course Offerings…………………………………………………………28 Social Studies Department Course Offerings…………………………………………………...32 World Languages and Cultures Department Course Offerings...………………………………..37 Request for 3+Honors/AP Courses………………………………………………………....45 1 Saint Mary’s Hall Upper School 2020-2021-Scheduling/Academic Planning Timeline (All dates listed refer to spring, 2020) Nov. – Feb. Department Chairs present US curriculum to Form 8 students. February Honors Math Testing for current SMH students in Theater/Chapel February Course approvals emailed to students and parents. February Department Chairs present course options to Form 9-11 during
    [Show full text]
  • ANNUAL REPORT 2014-15 Volume 32 • Fall 2015
    FALL 2015 | VOLUME 32 inside: ANNUAL REPORT 2014-15 Volume 32 • Fall 2015 Mission Statement: Greensboro Day School develops the intellectual, ethical, and interpersonal foundations students need to become constructive contributors to the world. Greensboro Day School does not discriminate on the basis of race, color, creed, national or ethnic ____________________________ origin, disability (to the extent that reasonable accommodations are BoaRD OF TRUSTEES 2015-16 possible), or sexual orientation in the administration of its educational Mrs. Lynn Baranski policies, admissions policies, or any Mr. Jeffrey Beach (Jeff) other programs administered by the Mr. David L. Brown school. Mr. Eric Calhoun Mrs. Sherry P. Clark Susan Davis, Editor Mrs. Frances P. Davis (Fran) [email protected] Mrs. Catherine R. Dunham Mrs. Miriam Forbis Contributing Writers Mr. Harley Garrison Kelly Sipe Mr. Thomas A. Glaser Gillian Goodman Mrs. Penny Graves Barry Davis Mr. Wade G. Jurney Susan Feibelman Mrs. Melissa Leonard Susan Davis Mrs. Catherine K. Levinson Michael Sumner ‘04 Rev. Wendell Phillips Maggi Tinsley ‘78 Rev. Grier B. Richards ‘97 Jeff Worley Mr. J. Scott ‘90 Mr. Robert O. Smith Graphic Designer Mrs. Adeline Talbot Sherry Poole Clark Mrs. Fran Tewkesbury Mr. Marshall A. Tuck Greensboro Day School Mr. William W. Waston (Wes) 5401 Lawndale Drive Mr. James W. Whitley, Jr (Chair) Greensboro, NC 27455 Dr. Kyle Young 336.288.8590 • Fax 336.282.2905 www.greensboroday.org ____________________________ Facebook.com/GDSBengals Facebook.com/GDSAlumni ADMINISTRatION Twitter: @GreensboroDay Instagram.com/GreensboroDay Mark C. Hale, Head of School Tommy Webb, Assistant Head of School GDS Magazine is published two Gail Isaacson Bernstein ’76, Assistant to the Head of School times a year.
    [Show full text]
  • AP Latin – Guide for College Instructors 2012-14 Edition
    AP Latin – Guide for College Instructors 2012-14 Edition This guide is meant to help college instructors better understand incoming undergrads who took AP Latin in high school. Instructors and advisers can use this guide to set placements for incoming students. A large portion of this guide is devoted to promoting teaching strategies especially applicable to AP Latin students. Dygo Tosa, The University of Texas at Austin CollegeBoard and AP are registered trademarks of CollegeBoard. What is the AP Latin exam? High school students take the AP Latin exam, administered by CollegeBoard, at the end of an AP Latin course that prepares them to translate, identify grammar, and understand the context of specific passages from Latin literature. From 2009, the AP Latin Literature exam was dropped to focus only on selections from Vergil’s Aeneid. In 2013, passages from Caesar’s De Bello Gallico were added to the list of required readings. The exam also includes sight passages that requires students to demonstrate their working knowledge of the Latin language. The AP Latin exam is designed to encourage colleges and universities to award credit for upper- division college courses by assessing students on their knowledge and application of Latin grammar, translation, and literature. The 2013 exam is made up of two halves: multiple choice and free-response. The multiple choice section has questions on four readings: a syllabus passage from Vergil, a syllabus passage from Caesar, a sight passage from poetry, and a sight passage from prose. The free-response section has two translation sections from the syllabus readings (Vergil and Caesar), an analytical essay (looking at a common theme in two selected passages, likely one from Vergil and one from Caesar), and two short answer sections from the syllabus readings (Vergil and Caesar).
    [Show full text]