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Atlanta Public Schools Latin Guide. INSTITUTION Atlanta Public Schools, Ga

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Atlanta Public Schools Latin Guide. INSTITUTION Atlanta Public Schools, Ga ED 071.535 PL 003 928 TITLE Atlanta Public Schools Latin Guide. INSTITUTION Atlanta Public Schools, Ga. PUB DATE 70 NOTE 135p. ERRS PRICE MP-S0.65 HC -$6.58 DESCRIPTORS Classical Languages; Classical Literature; *Course Descriptions; *Curriculum Guides; Instructional Materials; Language Learning Levels; Language Programs; *Latin; Professional Associations; Reading Materials; *Resource Materials; *Teaching Guides ABSTRACT This teacher's guide outlines the basic objectives and the content of the Atlanta Public Schools Latin program and suggests resources and methods to achieve the stated goals. The philosophy and general objectives of the program are presented. Course outlines include:(1) Beginning Latin,(2) Intermediate Latin, (3) Vergil's Aeneid,* (4) Ovid: Selections from *Metamorphoses,* (5) Cicero: Selected Orations, (6) Cicero and Sallust: Catilinarian Conspiracy,-(7) Advanced Level Latin Survey Courses, (8) Advanced Latin Literature, and (9) Survey of Latin Literature. Appendixes contain a list of organisations for Latin teachers, selected nonfiction readers, and a bibliography of Roman history. (u) FILMED FROM BEST AVAILABLE COPY U.S. DEPARTMENT Of HEALTH. EDUCATION 8 WELFARE OFFICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POWSOF VIEW OR OPINIONS STALED DO NO1 NECESSARILY REPRESENT OFFICIALOFFICE Of EDUCATION POSITION OR POLICY. Atlanta Public Schools LATIN GUIDE 1970 Foreword During the last year and a half Latin curriculum committees have been struggling with the problem of specifying language skills and related areas of knowledge. This guide has been developed with the following principles in mind: 1. Because of the high mobility of students in the city of Atlanta, it is essential that Latin teachers agree on the basic objectives and content of the Latin curriculum. 2. The quality of a Latin program must be measured by the extent to which the goals are achieved rather than by the methods and procedures of achieving them. It is not the aim of this guide to prescribe "the way to teach Latin," but rather to make available to the teacher suggested re- sources and methods,which may be useful in selecting and developing appropriate means of helping his students attain the goals. 3. The study of Latin has a unique contribution to make to a student's understanding of the world, past and present, and a greater appreciation of his own language and culture. For a student to realize full value from his study of this important language, he must develop reasonable proficiency in the fundamental skills which then become the vehicle for acquiring knowledge and understanding of the heritage of classical civilization in the modern world. It is hoped that this guide will prompt all concerned to re- examine the comprehensiveness and soundness of the Latin program in the local school with regard to the skills and related areas of knowledge which are presented here and to make suggestions for the continued im- provement of the instructional program in Latin. Many thanks to all those who have worked in preparing this guide. LATIN CURRICULUMCOMMITTEES LEVELS I II ADVANCED LEVELS Lennie Green Harper Laura Hughes Ncrthside Alice Rasnake East Atlanta Catherine Matthews Dykes CONSULTANTS Gail Hutchinson Coordinator of Foreign Languages Atlanta School System Dr. Marian Daniel Asst. Prof. of Classical Languages Georgia State University Dr. Edward Best Department of Classics University of Georgia ii Latin Curriculum Guide C Contents Foreword Latin Curriculum Committees Contents Philosophy and Ultimate Goals Who Should Study a Foreign Language I-1 How Long Should a Foreign Language be Studied I-1 The Place of Grammar in Foreign Language Teaching 1-2 Flow Chart of Latin Courses 1-3 Suggested Contents for Quarter Courses 1-4 Materials, Resources and Equipment for Each 1-5 Latin Classroom End Department Beginning Latin A - 351210 1 Beginning Latin B - 351220 13 Beginning Latin C - 351230 21 Intermediate Latin A - 352210 31 Intermediate Latin B - 352220 39 Intermediate Latin C - 35223:, 47 Vergil's Aeneid C- 353210 55 Ovid: Selections from Metamorphoses - 353220 67 Vergil's Aeneid B - 353230 77 Cicero: Selected Orations - 353240 89 Vergil's Aeneid A - 353250 97 Cicero and Sallust: Catilinarian Conspiracy - 353260 109 Advanced Level Latin Survey Courses - 117 Survey Latin Literature A - 354210 119 Survey Latin Literature B - 354220 122 iii Survey of Latin Literature C - 354230 126 APPENDIX Organizations for Latin Teachers A-1 Non-Fiction Books in One High School Library Which Has All A-3 the Materials That Should Be in Every Latin Classroom Bibliography - Roman History A-4 FOREIGN LANGUAGE TEACHING IN ATLANTA Classical Languages A. Philosophy and Ultimate Goals The study of foreign languages has a vital contribution to make in the education of today's youth. The ultimate goals of foreign lan- guage teaching in Atlanta are as follows: To enable the student: 1. to read directly without constant recourse to a bilingual vocabulary list 2. to translate some passages of the classical language both to gain an appreciation for the forcefulness and beauty of the classical passage and to achieve an enhanced skill in his own language 3. to apply spontaneously to new situations the language skills one has learned 4. to comprehend new arrangements of familiar material when spoken at normal tempo and with normal intonation and rhythm 5. to reorganize familiar vocabulary and grammatical forms and to apply them to new situations using acceptable pronunciation and intonation 6. to understand the nature of language and that there are certain relationships between English and the foreign language 7. to evaluate the foreign culture objectively and on its own merits as well as from the standpoint of Anglo-American culture B. Who Should Study a Foreign Language? 1. Everyone should have the opportunity to study a foreign language at some stage in his educational experience. He should be allowed to continue as long as his abilities and interests warrant. 2. Designation of language courses as "college preparatory" is to be discouraged. There are many young people for whom language study can be a profitable and enjoyable experience regardl'iss of their vocational aspirations. Moreover, unlike the college - bound student, the terminal student may never have another opportunity for the unique experience which foreign language study offers. C. How Long a Language Should be Studied 1. With regard to length of study, the first objective should be to establish a minimum of four sequential years in high school in at least one foreign language. I-1 2. Secondary school students should be encouraged to take a longer sequence in one foreign language instead of dividing their time between two, but those students whose ability and schedules permit should be encouraged to begin a second foreign language while continuing the first. D. The Place of Grammar in Foreign Language Teaching The objectives listed previously call for the ability to communicate in the foreign language rather than the acquisition of knowledge about the language. Grammatical generalizations are'thought of as a means to an end rather than as being important in and of them- selves. Accordingly, a pupil's progress in the language must be evaluated in accordance with his ability to understand, read, and write it rather than by his ability to talk about its structure. A rule of thumb would be "teach only that grammar which is necessary; do not assume that everything is." FLOW CHART OF LATIN COURSES Beginning Latin4, CAB -- 351210351230351220 e Intermediate LatinJ. CBA - 352230352220352210 Ovid:Vergil's Metamorphoses Aeneid C - -353210 353220 Cicero:VergillsOrations,: Aeneid+,- 353240353230 SurveyCiceroVergills Latinand Aeneid Sallust Lit. A A - -- 353250 353260354210 Survey Latin Lit. CB - 354230354220 Latin - Suggested Contents for Quarter CoursesUsingLatin - Book I (1961 edition) Beginning Latin AB - 351210351220 or pp.Units 108XIII VII - -223 VXIIXVIII (Introduction and pp. 1 and- 107 Units) FirstUsingYearLatin Latin - Book (1966 1 (1961 edition) edition) IntermediateBeginning Latin Latin C -A 351230- 352210or Unitspp. 2241 XIII- -129 313- XVIII UsingFirst YearLatin Latin - Book (1966 12 (1941(1963 edition) edition) Intermediate Latin B - 352220or pp. 1100130 - -99 208238 SecondUsing LatinYear Latin- Book (1966 2 (1963 edition) edition) AdvancedVergil'sIntermediate QuartersAeneid Latin C - C353210 - 352230or Pp.PP.Books209239 V - 314XII359 SecondUsingLatinFourth LatinPoetryYear Latin- (1940Book (1966 (19672edition) (1963 edition)edition edition) Ovid:Vergil's Metamorphoses Aeneid B'- -353230 353220 or Selections,BooksBk.pp. II,323 III line- 389and pp. 268 IV 262 - end- 331 FourthLatinThirdUsing YearLatinPoetryYear LatinLatinIII (1967 (1967(1967 edition) edition)edition) Vergil'sCicero: OrationsAeneid A -- 353240353250 or pp.Book 144 I and- 233212 Book II to line 267 ThirdUsingLatin YearLatinPoetry, Latin - Bk.Fourth (1965 III Year (1967edition) Latin edition) (067 ed.) SurveyCicero Latinand Sallust Lit. A -- 353260354210 or pp.PP.Selections 1 - 126138 ThirdUsingVol.Lockwood's IYearLatin (1962 Latin SurveyIII edition) (1967(1965 of Classical edition)edition) Roman Lit. Survey LatinLatin Lit.Lit. BC -- 354220354230 Selections Vol.SurveSurvey III ofandof (1962 Classical ClassicalII edition)1962 RomanRomanedition LiteratureLiterature Materials, Resources, and Equipment for each Latin Classroom and Department I. Basic Texts: Scott- Foresrnan, Using
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