Latin 211 Cicero Syllabus F19 Draft

LATIN 211: CICERO’S ORATIONS / Fall 2019 MWF 10-10:50 AM | HAILSTONES 5

NIHIL IN HOMINUM GENERE RARIUS PERFECTO ORATORE INVENIRI POTEST. “Nothing is more rarely found in the whole human race than a consummate orator.” (De. Or. 1.28)

Cicero Denounces Catiline, by Cesare Maccari (1888).

Professor: Katie De Boer Office: Schott 811 Email: [email protected] Office hours: M 3-4, Th 1-2 (and by appointment—in person or Zoom)

What makes a great public speaker? How can the spoken word be used to persuade, to shape opinions, to change the course of history? These are the questions that Cicero pursued over a lifetime as Rome’s master orator, and since antiquity students of rhetoric have searched for the answers in his speeches and treatises. In this class, we will follow a tradition that began in the schoolrooms of Rome and its empire over 2,000 years ago: we will use the works of Cicero to gain a better understanding of rhetoric. We will also consider what made him a paragon of rhetorical excellence to generations of readers and writers—from his Roman imitators, to the Renaissance scholars and statesmen who “rediscovered” him, to the American founders who idolized him as a Republican hero. This class has several goals: (1) to bridge the transition from learning Latin to reading, understanding, and interpreting Latin, (2) to situate Cicero and his work within the tumultuous history of the Roman Republic, (3) to better understand and appreciate the art of public speaking through the model of Cicero’s works, and (4) to apply that understanding in practice through oral presentations. Above all, in this class Latin is a team sport. An important component of your work will be collaboration with your peers, which will contribute both to increasing your facility with the Latin language and to enhancing your oral communication skills. This course fulfills the Oral Communication Flag and satisfies the Humanities Elective for the New Core Curriculum. STUDENT LEARNING OUTCOMES

By the end of the course, students who have completed the assignments and participated fully in class should be able to: 1. Read Latin prose with increased ease and facility. 2. Demonstrate mastery of Latin grammar and syntax. 3. Analyze and interpret rhetorical style in both Latin and English SI TI[BI] CICERO DO[LET], VAP[U]LABIS. works. “If you don’t like Cicero, you will be beaten.” 4. Contextualize Cicero and his works within the historical, social , and (Latin schoolroom graffito from Pompeii, political developments of the 1st c. BCE. CIL IV.4208) 5. Work effectively in teams for problem-solving and critical analysis. 6. Present ideas orally, demonstrating the ability to: 7. Evaluate and analyze oral presentations. COURSE EXPECTATIONS & ASSIGNMENTS Your work in this course will be evaluated on the basis of the following activities and assignments: 1. Class preparation and participation (20% of your grade): your preparation for and participation in class are the most important factors in (1) your own learning, (2) the success of your team, and (3) my evaluation of your day-to-day work. You are expected to have read the assigned readings in Latin and/or in English and to be prepared to discuss them with the class. As part of your preparation, you will usually be expected to complete a Reading Worksheet or a Confirmo (grammar worksheet) depending on the assignment for the following class. Failure to hand in any written assignment will lower this portion of your grade by 5%. 2. Exams (2 at 20% each = 40% of your grade): There will be two exams (a midterm and a final), of similar length and format. Exams will include passages from the Latin assignments we have read for class and passages of Cicero’s Latin that you have not seen before (accompanied by vocabulary and notes). 50% of your exam grade will be based on the “prepared” passages and 50% will be based on the “sight” passages. You will be asked to translate, comprehend, and analyze content, grammar/syntax, and style. You will have the opportunity to correct your midterm exam for additional credit. 3. Historical report and presentation (10% of your grade): as we will see, Cicero was a major player in one of the most turbulent periods of Roman history: the collapse of the Roman Republic. To help situate Cicero and his work in this context, you will choose a historical topic (see the assignment description for a list of options) and give a 10 minute presentation to the class. Your presentation should include a handout, PowerPoint/Prezi, or other visual supplement (map, video, etc.) to help guide your listeners and must be accompanied by a bibliography. 4. Forensic speech presentation (10% of your grade): over the course of the semester, we will read selections from a number of Cicero’s forensic speeches and will discuss his tactics as a legal advocate. For this presentation, you will choose a legal case and deliver a brief (10-minute) forensic speech arguing for one perspective. This may be a real legal dispute (whether historical or contemporary), or it may be drawn from the world of fiction or your own imagination. See the assignment description for more details. 5. Political speech analysis and presentation (20% of your grade): Cicero was not only a great lawyer; he was also a great politician, and his oratorical skills were a major force in shaping the decisions of the Senate and People of Rome during a period of serious political upheaval. For your final presentation, you will choose a political speech from the 20th-21st century and analyze its use of rhetoric, then present your analysis to the class. You may choose a “real” historical speech (contemporary or historical) or a fictional one—the only requirement is that you must be able to access an audio or visual recording. You will prepare a 15-20 minute presentation in which you will share your conclusions with the class; this presentation should include should be supported with at least one brief audio / visual clip from the speech in question. As part of your grade for this assignment, you will write a brief peer review report of another student’s presentation. COURSE TEXTS

1. Introducing Cicero: A Latin Reader. 2. Wheelock’s Latin (7th edition). 3. Supplemental readings in PDF on Canvas. You may sometimes find it useful to consult a more detailed Latin grammar. Allen & Greenough’s New Latin Grammar is available online for free via the Dickinson College Commentaries (http://dcc.dickinson.edu/allen-greenough/).

COURSE POLICIES & RESOURCES Bust of Cicero. 1st c. CE. Classroom Environment Capitoline Museums, Rome.

The pursuit of knowledge flourishes best in a mutually-supportive community in which all participants respect one another and feel comfortable and safe to learn. All students (and the instructor) are expected to (1) openly share their own views, (2) be open to the views of others, (3) communicate with one another thoughtfully and respectfully, and (4) keep this community’s discussions confidential. All students are encouraged to speak with the instructor immediately if they feel these expectations are not being met. Note that I am always happy to honor any student’s request to be addressed by their preferred name or pronoun. Please let me know if your preferences change at any time. Attendance

Reading fluency in any language requires regular practice (outside the classroom) and reinforcement (inside the classroom). This course cannot, therefore, be taken in absentia—attendance and attention at all classes are required. After three excused absences, the Dean will be notified. After a fourth absence, your course grade will be lowered by one GPA unit (A to A-, A- to B+, etc.) and will continue to drop with each successive absence. Unexcused absences are not permitted. If you must miss class, you are responsible for completing all assignments and contacting the instructor or another student to determine what was covered in class.

Late Work

All assignments are due and all tests must be taken on the dates listed on the syllabus. Late work will be marked down 5% per (calendar) day after the due date. Exceptions to this policy will be made only in case of serious emergencies or documented scheduling conflicts (see below). Scheduling Conflicts

If you anticipate a conflict between this course’s schedule and (1) your participation in an official University event or (2) your religious observance, you may request reasonable accommodations. Please submit your request to me via email in advance. Electronics

Technology can be a powerful tool, but also a serious distraction. I strongly recommend that you do not use your laptop in class (see https://www.scientificamerican.com/article/a-learning-secret-don-t-take-notes-with-a-laptop/) and I reserve the right to rescind any student’s permission to use a laptop if it is hindering their attention in class or distracting other students. Student Disabilities

I am happy to make accommodations for any disabilities that may impact your learning. Please notify me and contact the Office of Disability Services ([email protected]) to establish your eligibility and coordinate accommodations. COURSE POLICIES & RESOURCES, CONT’D Academic Honesty In this course, as in all your work at this university, you are expected to abide by Xavier’s Academic Honesty Policy (https:// www.xavier.edu/library/xu-tutor/xu-tutor-use/academic-honesty). All work submitted for academic evaluation must be your own and must contain proper citation and attribution of any contributing work(s). Plagiarism or cheating will result both in a zero on the assignment in question and a referral to the Dean. A second instance of academic dishonesty will result in a failing grade in the course. If you find yourself struggling in this class, please contact me as soon as possible instead of making a poor decision that will make things worse! Student Support The following resources are available to help you pursue intellectual inquiry and personal growth free of hindrance: Academic Help: free support is available from Xavier’s office of Academic Support in the form of subject-specific tutoring, study skills tutoring, supplemental instruction, and study groups; see https://www.xavier.edu/academic-support/ for more details. The Writing Center offers free one-on-one tutoring on written assignments for all students; see https://www.xavier.edu/writingcenter/ for hours and for information on scheduling an appointment. Also bear in mind that your instructor is always available in office hours and by appointment to discuss questions / concerns or to work through an assignment with you. Mental/Emotional Health: free and confidential support is available from McGrath Counseling Services (located in the McGrath Health and Wellness Center) and the Psychological Services Center (located at the Sycamore House); see https://www.xavier.edu/health-wellness/ counseling/ for more details. Financial Help: the Sportula provides no-questions-asked, no-strings-attached microgrants to Classics students. These can be used to help pay for academic necessities (such as textbooks) or basic necessities (such as food, housing, or transportation) without which your academic work would be affected. The Sportula can also connect students with other sources of funding. See https://thesportula.wordpress.com/ or @libertinopatren for more details.

Content Warning

Ancient literature, as we will see, often includes challenging and disturbing material. In this course, we may discuss issues such as violence (including sexual violence), war, suicide, incest, slavery or other potentially upsetting topics. I expect everyone to treat these issues in mature and mutually-respectful ways. If you feel you may be disturbed by the material, please see the instructor to discuss.

DEPARTMENTAL GRADING SCALE Your work in the class will be graded on the following scale: 100-95: A 86-85 B- 76-75: D+ 94-93: A- 84-83: C+ 74-72: D 92-91: B+ 82-79: C 71-70: D- 90-87: B 78-77: C- 69-0: Failing

Note that FERPA (a federal law) prohibits faculty from discussing students’ grades via email. I am happy to discuss grades at any time, but can only do so one-on-one and in person.

Aulus Metellus, aka “The Orator.” Etruscan bronze statue, 110-90 BCE. National Archaeological Museum, Florence. READING LATIN AT THE INTERMEDIATE LEVEL: SOME GUIDELINES

The most important piece of advice I can give you: do not write in your Latin text! Notation including underlining etc. is fine, and, in fact, I encourage you to develop your own system of marking conventions to help you navigate a text (more on this later). However, do not write English vocabulary words next to or above the Latin. If you do so, you will tend to read the English rather than the Latin and this will severely limit the development of your Latin reading abilities. You may keep a vocab notebook for study purposes, but do not bring it to class.

Do not write out English translations of the Latin readings. This is extremely time-consuming and does not benefit your acquisition of Latin reading fluency. Note that you may not read from a pre-written translation when called on in class.

Do keep track of tricky passages and bring questions to class. We will not always have time to go over an entire assignment in Latin, so this may be your only opportunity to unravel grammatical tangles. Papyrus with Latin/Greek vocab list for Cicero’s In Catilinam 2. P.Ryl. 1.61. Try not to overuse your dictionary. The instinct to reach for it is strong, but you may Digitized by the John Rylands Library. be able to figure out the meaning of a word from context or remember it if you give yourself a moment. The best way to develop true reading fluency is to read as much Latin as directly as possible, without constantly breaking up your reading to resort to outside help. By all means, use the resources you need when you need them, but give yourself a chance to figure out the Latin on your own first.

Resist the temptation to consult English translations. Using an English translation to work out the meaning of the Latin 1) is unreliable at best and 2) hinders your development as a reader of Latin. Remember, in-class translations need not be flawless— working through questions and problems will help you and others gain a better understanding of the Latin.

In general, when you tackle a Latin phrase, try the following process:

Read the sentence all the way through in Latin first, trying to get a general idea of what it means. Look at the endings of the words and ask yourself what they tell you about the words’ function in the sentence. Think about how the words interact with one another and how the sentence fits together rather than translating each individual word separately. Give yourself a chance to figure out vocabulary and syntax before you look it up. You may need to read the sentence or passage a few times.

If you can’t work out a particular puzzle, check your dictionary, commentary, etc. If you are still stumped, note down the passage to ask about in class and move on.

Above all, don’t be discouraged! “Not understanding” is an important part of the process of language acquisition and learning happens, not when we already know something, but when we work to figure it out.

Group study is encouraged, as are visits to office hours, though neither NEMO ENIM FERE SALTAT SOBRIUS, should substitute for your own reading. Your Latin will improve most by NISI FORTE INSANIT. reading and re-reading AND READING YET AGAIN. “Almost no one dances sober, unless he is Finally, I recommend that you plan to read some Latin every day insane.” (Pro Murena, 4.13) (including weekends!). This practice will help you develop reading fluency and will also make the assignments more manageable. REVIEWING LATIN: CONFIRMATIONES We will spend the first eight weeks of the course reviewing Latin morphology, grammar, and syntax according to the following team-based process. This approach is designed to address both major goals of this class: (1) improving your Latin and (2) improving your oral communication skills. In the first place, a team-based approach will allow you to review and consolidate your knowledge of the Latin language while making use of the different experiences and skillets of your teammates. In the second place, working in a team will give you an opportunity to refine and practice your oral communication skills, which will serve you well in your future endeavors regardless of your particular career goals.

Key terms and process: 1. CONFIRMO (“I confirm/demonstrate"): you will begin each review with a closed-book individual test taken at home to assess your individual readiness to apply the concepts from your reading of Wheelock. These must be handed in at the beginning of the subsequent class; I will grade these during the confirmamus period. 2. CONFIRMAMUS (“we confirm/demonstrate”): you will repeat each readiness assessment with your team in class. Each team- member must be able to explain their group’s answer to every question, so you must reach informed consensus. You may use your textbook during the confirmamus period. 3. EXPLICATIO (“explanation/clarification”): final group review of the confirmatio exercise (time permitting). Your opportunity to ask questions! 4. APPELLATIO (“appeal”): you may appeal for credit for an answer marked incorrect. The appeal must be supported by evidence from Wheelock, Allen & Greenough, vel sim.

COURSE SCHEDULE subject to change with notice!

Week 1 M 8.19 Welcome & introductions. W 8.21 Read in English: Plutarch, Life of Cicero 1-3; "Marius and Sulla" (Introducing Cicero, p. 1). Read in Latin: begin "Cicero's First Important Case" (Introducing Cicero, p. 3). Think about choosing a topic for your historical report and a date for your forensic speech presentation. F 8.23 Grammar Review (1): 1st/2nd declension nouns and 1st/2nd conjugation verbs. Assignment: actively read Wheelock chs. 1-5 and complete the confirmo worksheet (to be handed in at the beginning of class). Week 2 M 8.26 Read in Latin: finish "Cicero's First Important Case"; begin "A Useful Lesson" (p. 9). W 8.28 Read in Latin: finish "A Useful Lesson," pp. 9-11. F 8.30 Grammar Review (2): sum, 3rd declension nouns, 3rd/4th conjugation verbs. Assignment: actively read Wheelock, chs. 6-11 and complete the confirmo worksheet. Week 3 M 9.2 Labor Day--no class. W 9.4 Read in Latin: begin "Training for Oratory" (p. 13). F 9.6 Grammar Review (3): perfect system, i-stem nouns, relative pronouns. Assignment: actively read Wheelock chs. 12-17 and complete the confirmo worksheet. Week 4 M 9.9 Read in Latin: finish "Training for Oratory" (pp. 13-17). Week 4, continued: W 9.11 Read in English: "Selecting a Prosecutor" (p. 19). Read in Latin: begin "Who Should Prosecute Verres?" (p. 21). Historical report: Cicero's Consulship and the Conspiracy of Catiline. F 9.13 Grammar Review (4): passive voice, 4th/5th declension nouns. Assignment: actively read Wheelock chs. 18-22 and complete the confirmo worksheet. Week 5 M 9.16 Read in Latin: continue "Who Should Prosecute Verres?" W 9.18 Read in Latin: continue "Who Should Prosecute Verres?" F 9.20 Grammar Review (5): participles, infinitives, comparatives. Assignment: actively read Wheelock chs. 23-27 and complete the confirmo worksheet. Week 6 M 9.23 Read in Latin: finish "Who Should Prosecute Verres?" W 9.25 Read in English: "Cicero Attacks Verres" and "Sicily and Segesta" (pp. 36-37). Read in Latin: begin "Theft from Segesta" (p. 39). Historical report: The First Triumvirate F 9.27 Grammar Review (6): subjunctives (jussive/hortatory, result clauses, purpose clauses). Assignment: actively read Wheelock chs. 28-31 and complete the confirmo worksheet. Week 7 M 9.30 Read in Latin: continue "Theft from Segesta." W 10.2 Grammar Review (7): conditions, deponents, jussive noun clauses. Assignment: actively read Wheelock chs. 32-36 and complete the confirmo worksheet. F 10.4 Fall Break--no class. Week 8 M 10.7 Read in Latin: continue "Theft from Segesta." W 10.9 Read in Latin: continue "Theft from Segesta." Historical report: Publius Clodius and Cicero's Exile. F 10.11 Grammar Review (8): eo, gerund/gerundive, fear clauses. Assignment: actively read Wheelock chs. 37-40 and complete the confirmo worksheet. Week 9 M 10.14 MIDTERM EXAM. W 10.16 Read in Latin: begin "Verres the General" (p. 53). F 10.18 Read in Latin: continue "Verres the General.” Week 10 M 10.21 Read in Latin: continue "Verres the General." W 10.23 Read in Latin: continue "Verres the General." F 10.25 Read in Latin: continue "Verres the General." Forensic speech presentations. Week 11 M 10.28 Read in Latin: finish "Verres the General." W 10.30 Read in English: "Pompey and Mithridates," p. 71. Read in Latin: begin "The Brilliance of Pompey," p. 73. Historical report: Civil War: Caesar vs. Pompey F 11.1 Read in Latin: continue "The Brilliance of Pompey." Forensic speech presentations. Week 12 M 11.4 Read in Latin: continue "The Brilliance of Pompey." W 11.6 Read in Latin: continue "The Brilliance of Pompey." Historical report: Caesar's Dictatorship and the Ides of March. F 11.8 Read in Latin: continue "The Brilliance of Pompey.” Forensic speech presentations. Week 13 M 11.11 Read in Latin: finish "The Brilliance of Pompey." W 11.13 Read in English: "Antony and Octavian" and "The Philippics," pp. 198-201. Read in Latin: "A Crown for the Taking," pp. 203-207. F 11.15 Read in Latin: begin "Attack on a New Tyrant," p. 209. Historical report: The Second Triumvirate Week 14 M 11.18 Read in Latin: continue "Attack on a New Tyrant." W 11.20 Read in Latin: finish "Attack on a New Tyrant." F 11.22 Read in Latin: selections from Tusculan Disputations I (handout). Week 15 M 11.25 Read in Latin: finish Tusculan Disputations handout. MORIAR IN PATRIA SAEPE SERVATA. W-F 11.27-29 Thanksgiving Break--no class. “I shall die in the country I so often Week 16 saved.” (Cicero’s last words, according M 12.2 Political speech presentations. to Livy. Seneca Maior, Suas. 6.17) W 12.4 Political speech presentations. F 12.6 Concluding discussion; Cicero's deathday celebration. Read in English: Plutarch, Cicero 46 (in Introducing Cicero, pp. 227-229).

FINAL EXAM: 10-11:50 AM, MONDAY DECEMBER 9th

Fulvia with the head of Cicero. Pavel Svedomsky, c. 1880. LATIN 211: REPORT & PRESENTATION GUIDELINES Historical Report & Presentation Choose one of the following historical topics and give a brief presentation to the class. Brevity is the soul of wit and concision is a virtue, so reports should be no more than 10 minutes (you will be timed!). You will need to do some outside research: you should consult at least two primary (ancient) sources and at least two secondary (modern scholarly) sources. The Cambridge Ancient History and the Oxford Classical Dictionary are good places to start; talk to Prof. De Boer if you are struggling to find more resources or to evaluate the resources you have found. In addition to describing the historical situation, you will want to comment on your topic's impact on the life and work of Cicero. Your presentation must be supplemented by a handout, Powerpoint, or other visual aid and accompanied by a bibliography.

Topics options and due dates: Cicero’s Consulship and the Conspiracy of Catiline (W 9/11) Civil War: Caesar vs. Pompey (W 10/30) The 1st Triumvirate (W 9/25) Caesar’s Dictatorship and the Ides of March (W 11/6) Publius Clodius and Cicero’s Exile (W 10/9) The 2nd Triumvirate (F 11/15)

Forensic Speech Presentation Choose a legal case that interests you, whether contemporary or historical, real, fictional, or imaginary, and write a brief speech in the style of Cicero’s forensic orations arguing one side of the case. You may choose to present your own views, or you may play devil’s advocate and argue a side you disagree with. You may present a general argument, or you may focus on a particular aspect that interests you (the character of the plaintiff/defendant, a certain piece of evidence, etc.). You should read “Appendix 1: Cicero and Oratory” in your reader (pp. 231-239) and you may also want to read some scholarship on Cicero’s forensic oratory (see the resources available on Canvas). Your speech should be about 10 minutes and no more than 12 minutes (you will be timed!). No less than 24 hours before your in-class presentation, you should circulate to the class an email with a brief summary of the background information for your chosen case (the issue at stake, the major players). Bring a typed, printed version of your speech to class on the day of your presentation to hand in to the instructor. (As a rule of thumb, a 10- 12 minute oral presentation will work out to about 5-6 typed, double-spaced pages.)

Forensic speech presentations will be held on Friday 10/25, 11/1, 11/8. You may volunteer for the day you prefer or be assigned a date by the instructor. Dates will be awarded on a first come, first-served basis.

Political Speech Analysis & Presentation

Choose a political speech that interests you and prepare a presentation analyzing the speaker’s use of rhetoric. You may want to ask yourself some or all of the following questions: how does the speaker attempt to persuade their audience? What rhetorical techniques or stylistic devices do they rely on? Do they appeal primarily to ethos, pathos, or logos—or something else? What tone of voice and what physical gestures do they use? Is their rhetoric convincing, in your view? Why or why not?

You may choose a real, historical speech or a fictional one—the only requirement is that you must be able to access an audio or visual recording of at least some portion of the speech. Your presentation should be about 15 minutes and no more than 20 minutes (you will be timed!) and should include a visual supplement to help guide your listeners. You should also plan to play a brief audio or visual clip from your speech. We will spend our final days of the semester on political speech presentations.

Please see Prof. De Boer if you have questions about the requirements/expectations for any assignment!