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Exploring Archaeology and Trade in the Middle School Latin Class Joseph A AIA Education Department Cargoes from Three Continents Lesson Plans Exploring Archaeology and Trade in the Middle School Latin Class Joseph A. Davenport Goldman Junior High School Nowell, Massachusetts Subject: Latin A note about pictorial material and availability of slides for the classroom: The pictures—line drawings and photo- Level: Grades 7 and 8 (instructions roughly equivalent to graphs—for all three units were selected by the editors to Latin 1 at high school level) reinforce points in the Latin stories as well as readings on cultural matters. Also available are slides published by Cam- Length of Unit: Thirty lessons ranging from five minutes to bridge University Press and the North American Cambridge a six-hour field trip Classics Project. These are not very expensive, are designed specifically to reinforce the material, and will be easy for Readings: teacher to locate and order. The section, A List of Helpful Cunliffe, Barry. Fishbourne: A Roman Palace and its Garden. Visuals, at the end of this teaching plan lists pictorial materi- Baltimore: Johns Hopkins University Press, 1971. als along with the topics to which they relate. Marx, Walter H. Claimed By Vesuvius. Reading: Indepen- The story in the first unit takes place in Pompeii in a time dent School Press, 1979. period before the eruption of Mt. Vesuvius. This story gives Richardson, Lawrence, Jr. Pompeii: An Architectural History. students insight into the various classes of the population in Baltimore: Johns Hopkins University Press, 1989. the wealthy suburbs. Students see all classes from the wealthy merchant-banker to slaves and freedmen. The narrative in the Textbook: Cambridge Latin Course: Unit 1 (stages 1–12), second unit follows the travels of a young refugee after the Unit 2 (stages 13–20), and unit 3 (stages 21–28). Note: In eruption of Vesuvius, first through Naples and Athens, then this textbook series, “stage” means “chapter.” to Alexandria, and finally to Britain. Students meet members of the Greek ruling and mercantile class of Alexandria, wit- ness the race riots of the Egyptian peasants, and observe the Part One: Introduction wondrous science and medicine of Alexandria. The narrative Norwell is a solid middle-class community on the South of the third unit occurs in Roman Britain where students see Shore of Boston with a population of approximately 9,200. the conquered and enslaved Celts, the noble client kings, the The Goldman Junior High School has a population of middle- and upper-class Romans trying to climb the ladder to approximately 300 students and is a public coeducational political success called the cursus honorum, and tribal leaders institution. A small number of students leave the school trying to ingratiate themselves with the Romans. Then the system after the eighth grade to go to private high schools scene shifts to the city of Rome and the political intrigue that or regional vocational schools. The vast majority attends was typical of the period. the public high school. After graduation, ninety-nine to one The bonus in using this textbook series is that not only hundred percent of students continue their education at the do students get experience in both translating Latin and in post-secondary level at a variety of colleges and universities. the cultural-historic information in each chapter but also the people and settings are rooted in the archaeological record. The Cambridge Latin Course Instruction in Latin for Grades 7 and 8 is based on three volumes of the Cambridge Latin Course, subtitled Units 1, 2, Part Two: The Teaching Plan and 3. The Latin narratives in all three have to do with events in the early years of the Roman Empire. The narrative in each Elements in the Stories that Highlight the Archaeological unit has a particular venue and cast of characters. Although Record and Evidence of Ancient Mediterranean Trade the Latin in all three units is for students who are still new to the language, the stories and the details are sophisticated. In this section of my teaching plan, I will draw from selected Every effort is made to lead the students to the language Stages (chapters) in Units 1 and 2 elements which pertain through their interest in the subject matter of the stories. to the archaeological record on which many details in the Archaeological Institute of America 17.1 AIA Education Department Cargoes from Three Continents Lesson Plans stories were based. I will also point out details in the stories money, Caecilius brings him to court. which allow for the discussion of ancient trade. My aim is This story illustrates typical shipping deals from the to demonstrate how the study of archaeology, and of ancient Hellenistic period through the Middle Ages. Therefore, trade, can reinforce and supplement the teaching of the Latin students are informed that two or three partners were language and ancient culture. For references, Stage by Stage, normally involved in this type of deal—the ship owner, the to pictures (photographs and line drawings) as well as Cam- merchant, and the money lender. The story demonstrates a bridge Latin Course slides which are based on archaeological two-person deal in which the merchant and ship owner are evidence, and/or pertain to trade, please see Part Two of the same person. A shipping deal involving only two parties teaching plan, below. means the profit is split between two rather than tree people, but also means the participants take greater risk. If there is Unit 1, Stages 1–12 a shipwreck and one participant is both the ship owner and merchant, he loses everything—his ship and the cargo. We Stage 1 also discuss the contracts used, the collateral involved, and The main character is Lucius Caecilius Iucundus. How do the legal recourse of the money lender. we know about Caecilius? What did he look like? Did he really have a son named Quintus? Stage 8 When his house was excavated in Pompeii in 1875, The narrative has to do with the gladiatorial games given by archaeologists found a realistic bust of Lucius Caecilius Livineius Regulus when he was running for office. These Iucundus. Set up on twin herms in the atrium of this house games do not go well and end in a riot between the people of on Stabiae street, it was dedicated “To the Genius [spirit] of Nuceria and the people of Pompeii. The riot is mentioned our Lucius by his freedman named Felix.” Giving us exact by Tacitus and was investigated by the Senate at the request information about how Caecilius earned his living, an arca of the Emperor Nero. We also have drawings and frescoes [chest] was uncovered in the second floor of his house. This of this particularly gruesome incident. contained over 153 wax tablets detailing his local business One of the bouts during these games is a beast fight transactions as an auctioneer, well as documents indicating involving lions. Since many Latin curricula contain units on transactions in intercontinental trade involving the buying gladiatorial games, beast fights provide a good opportunity of Egyptian linen. The arca had crumbled to dust, but not for the discussion of one aspect of trade—the shipping of the contents, which were taken to the National Museum in wild animals from Africa. Naples and deciphered. One receipt dates back to a.d. 15 and another to a.d. 27. The rest are from the decade of a.d. Stage 12 52–62, just before a great earthquake struck Pompeii. The last chapter in Unit 1 covers the actual eruption of We know about his son Quintus because of a political Vesuvius about which we have large amounts of archaeologi- advertisement in the form of a graffito listing his name as an cal evidence in the excavations at Pompeii and in museums. endorser of a candidate for office and also an inscription on an In addition to the archaeological evidence, we have written amphora of wine given by Quintus to his younger brother. evidence in the letters of Pliny the Younger. Stage 3 Unit 2 (Stages 13–20) In the course of the Latin narrative we follow Caecilius through his daily routine as he goes to work in the forum. Stage 17 When Caecilius is looking for a new slave he goes to the har- With the destruction of Pompeii, the venue of the narrative bor to meet Syphax, a Syrian slave merchant with a ship. The moves eventually to Alexandria, this puts us in a perfect posi- slave he buys is Melissa who is learning the Latin language. tion to talk about intercontinental shipping not only to Italy, If Melissa is learning Latin and brought by ship, it would but in the other direction to India. Alexandria is set up for indicate she is probably from the eastern part of the empire trade as evidenced by its lighthouse, harbors, and canals. The where Greek was spoken. This opens discussion of shipping sociological background of trade in Alexandria is illustrated routes and the slave trade. by a description of the Egyptian-Greek tensions which char- acterize life in the city. These were undoubtedly exacerbated Stage 4 by the fact that the wealth from trade did not filter down to In the next chapter Caecilius makes a loan to Hermogenes, common people. a Greek shipping merchant who approaches the Pompeian In the narrative, Quintus goes to Alexandria to visit merchant and asks to borrow money, as he (Hermogenes) Barbillus, a rich man who used to do business with his now has a ship, already loaded, back in Greece, which he wants to deceased father. The nature of their business relationship bring to Pompeii.
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