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A Call to Conquest: Readings from Caesar's Gallic Wars A Correlation of A Call to Conquest Readings from Caesar’s Gallic Wars Student Edition isbn: 978-0-13-320521-3 To the AP Latin Learning Objectives and Evidence Statements AP® is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product. A Call to Conquest: Readings from Caesar’s Gallic Wars to the AP Latin Learning Objectives and Evidence Statements Table of Contents Learning Objectives and Evidence Statements for Reading and Comprehending .... 3 Learning Objectives and Evidence Statements for Translation ............................. 12 Learning Objectives and Evidence Statements for Contextualization ................... 14 Learning Objectives and Evidence Statements for Analysis of Texts .................... 20 Copyright © 2020 Savvas Learning Company LLC All Rights Reserved. Savvas™ and Savvas Learning Company™ are the exclusive trademarks of Savvas Learning Company LLC in the US and in other countries. 2 A Call to Conquest: Readings from Caesar’s Gallic Wars to the AP Latin Learning Objectives and Evidence Statements AP Latin Curriculum Framework A Call to Conquest Learning Objectives Readings from Caesar’s Gallic Wars and Evidence Statements Learning Objectives and Evidence Statements for Reading and Comprehending Primary Objective: The student reads and comprehends Latin poetry and prose from selected authors with appropriate assistance. The student demonstrates knowledge of Latin vocabulary in reading passages. definition of Latin words and idioms The program provides extensive opportunities for students to understand, analyze and apply Latin words and idioms. The “Expanding Your Vocabulary” introduction on page 18 outlines the various methods students can use to work with Latin words and idioms. There are extensive, full-page definition and language notes opposite every Latin passage in the book. These notes provide both basic translations of key words and phrases and also explore their etymology, contextual usage, and nuances of meaning. For examples see the following pages: 24, 26, 28, 30, 102, 104, 110, 112, 114, 138, 140, 144, 146, 148, 150, 152, 154, 156, 158, 168, 170, 182, 184, 186, 196. Several additional categories of specialized notes provide in-depth exploration of key phrases and words. These include the following clearly marked features: Forms, 31, 32, 36, 100; Structure, 81, 82, 88, and 133; Vocabulary, 26, 83, 97, 163; and Reading Strategies (vocabulary related examples), 25, 27, 37, 90, and 165. distinction between easily confused Vocabulary notes that accompany every Latin words (e.g., vir/vis, Latin passage help students distinguish mos/mora) easily confused Latin words and phrases. For examples see: Explanatory note #1 (concilium and cōnsilium), 110; Explanatory note #9 (prōdeō), 116; and Explanatory note #22 (versō), 162 3 A Call to Conquest: Readings from Caesar’s Gallic Wars to the AP Latin Learning Objectives and Evidence Statements AP Latin Curriculum Framework A Call to Conquest Learning Objectives Readings from Caesar’s Gallic Wars and Evidence Statements response that indicates Explanatory notes that accompany every understanding that more than one Latin passage remind students that more Latin word may be appropriately than one Latin word may be appropriately translated by the same English word translated by the same English word. For (e.g., mare, aequor, fluctus as examples, see: Text note (third bullet), 79; “sea”) Explanatory note #5 (translation of an idiom), 104; Explanatory note #11 (translation of an idiom), 148 response that indicates Vocabulary and text notes remind students understanding that one Latin word of Latin words and phrases that have more may be appropriately translated by than one meaning in English. For examples, more than one English word (e.g., see: Explanatory note #6 (cum), 94; vir as “man,” “hero,” “husband”) Explanatory note #11 (lōrīca), 148; Explanatory note #17 (translating rem), 162; and Explanatory note #6 (cum), 184. Also see the Cultural Context note about the word virtūs on page 27. The student explains the meaning of specific Latin words and phrases in context. identification of the meanings of The extensive, full-page definition and Latin words and phrases in context language notes opposite every Latin passage provide translations of key words and phrases in context. For examples see: 34, 36, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 146, 148, 150, 152, 154, 156, 158, 160, 162, 164, 192. explanation of the meaning of Latin The Discussion questions provide words and phrases in context opportunities for students to analyze words and phrases in context and share their understanding and interpretation of them with the instructor and with their peers. For examples: Discussion question #1, 91; Discussion question #2, 127; and Discussion question #1, 137. 4 A Call to Conquest: Readings from Caesar’s Gallic Wars to the AP Latin Learning Objectives and Evidence Statements AP Latin Curriculum Framework A Call to Conquest Learning Objectives Readings from Caesar’s Gallic Wars and Evidence Statements explanation of the figurative The program provides definitions and meaning of Latin words and phrases examples of figures of speech and literary in context (e.g., ferrum as “sword,” devices. The overview of these can be lumina as “eyes”) found in the introductory section “Rhetorical Devices and Figures of Speech” on pages 18–19. The vocabulary notes point to their use in context such as can found on the following pages: Explanatory note #19 (ellipsis), 158; Explanatory note #2 (hendiadys and alliteration), 188. Also see Discussion question #4 on page 127. The student uses specific terminology to identify grammatical forms and syntactic structures. identification of grammatical forms The definition and language notes opposite (e.g., gender, number, and case of every Latin passage provide point of use nouns; tense and mood of verbs — explanations of grammatical forms. For see terminology list) examples see: Explanatory note #9 (form of tertīa) 32; Explanatory note #16 (conciliātūrum), 36; and Explanatory note #1 (est… ventum), 86 In addition, a number of features support student identification of grammatical forms. See the following features: Reading Strategy (grammar), 25, 31, 33, 77, 93, 136; Forms, 31, 32, 36, 100; Summary of Forms, 250–264 Summary of Grammar: Basic Forms and Functions, 265–279 5 A Call to Conquest: Readings from Caesar’s Gallic Wars to the AP Latin Learning Objectives and Evidence Statements AP Latin Curriculum Framework A Call to Conquest Learning Objectives Readings from Caesar’s Gallic Wars and Evidence Statements identification of syntactic structures The program suggests that students use (e.g., indirect statement — see identification and analysis of sentence terminology list) structure as the primary strategy in decoding and understanding Latin passages. The article entitled “Reading Caesar’s Latin” on pages 13–16 provides a model of how to break down sentence structure and explains in detail how knowledge of syntax can lead to better understanding of unfamiliar Latin text. The definition and language notes opposite every Latin passage provide explanatory notes about particular point of syntax. For examples see: Explanatory note #2 (obsidēs…pollicitī sunt) 84; Explanatory note #1 and Reading Strategies (It ūnō tempore), 89; and Explanatory note #1 (idem… fore vidēbat), 104 In addition, a number of features support student identification of syntax. See the following features: Reading Strategy (syntax), 37, 41, 75, 77, 87, 89, 91, 92, 99, 102–103, 121, 144; Structure, 81, 82– 83, 88, 133 Summary of Grammar: Sentence Structure, 280–292 The student demonstrates knowledge of Latin syntax to read and comprehend Latin texts. paraphrase of text that reflects The Discussion questions provide knowledge of syntax opportunities for students to demonstrate their knowledge of syntax. For examples see: Discussion question #3a (restating the meaning of a sentence), 127; Discussion question #2 (restating the meaning of a phrase), 129; and Discussion question #1 (restating the meaning of a phrase), 137 6 A Call to Conquest: Readings from Caesar’s Gallic Wars to the AP Latin Learning Objectives and Evidence Statements AP Latin Curriculum Framework A Call to Conquest Learning Objectives Readings from Caesar’s Gallic Wars and Evidence Statements literal translation of text that reflects The Discussion questions provide knowledge of syntax opportunities for students to translate the text using their knowledge of syntax. For examples see: Discussion question #1 (translate specific clause), 91 and Discussion question #1 (translate first sentence of the chapter), 195 response that reflects knowledge of The Discussion questions provide syntax opportunities for students to demonstrate their knowledge of syntax. For examples see: Discussion question #1 (use of a clause), 91; Discussion question #3 (position of a word in a sentence), 139; and Discussion question #1 (word order), 163. The student scans dactylic hexameter in Latin poetry. identification of the elements of The program focuses exclusively on the scansion of dactylic hexameter (e.g., Caesar’s De bello Gallico. Opportunities for dactyls, spondees, elision) students to understand Caesar’s use of literary devices, however, can be found in the introductory section “Rhetorical Devices and Figures of Speech” on pages 18–19. The vocabulary notes point to their use in context such as can found on the following pages:
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