Fall 2009 prima Volume 14, Issue 1 newsletter for excellence through classics for Elementary/Middle School Levels Eureka! Classroom Teachers Special Interest Articles: Soar with Fine’s CryptoMania! • St. Cyr designs Author Shares Creative Projects at ACL Summer elective Classics course Institute to Reinforce Basic Greek, Latin Roots • Current Updates Information provided by Edith Hope Fine, Kazmierski, Classical Outlook, Winter 2005) to National San Diego, CA. Mythology (NME) recognized this behemoth quickly from its and Elementary noted giant horn. Latin (ELE) Exams Okay, a megaceratosaur is an invented animal and the megaceratosaur arrived as an illustration from a student in Fineʼs inbox, but all the same, Fineʼs efforts in the classroom are notable.

Little did Fine fully understand all the clever ways educators and classroom teachers would utilize her popular book as a springboard in helping students learn and remember important Greek and Latin roots. Individual Highlights: For example, at Park Dale Lane Elementary near San Diego, CA, the Chair, Editor parentsʼ association went into quick Remarks 5 action, posting colorful Greek and Latin Edith Hope Fine (above), a former teacher, now a derivatives and their word etymologies Creating Mosaics in children’s author, is a current nomineeArmando for a andCalifornia the around the school. Young Reader Medal for her title Middle School 12-13 . Blue Tarp School In Maine, a school principal kicked off the Petrino Award Winner schoolʼs adoption of the CryptoKids Lauded 14-15 A tenacious megaceratosaur recently Decoder Program by dressing in a toga. Using Cupcakes To appeared at authorʼs Edith Hope Fineʼs Review Nouns 16-17 home. Oh, my! Fine notes that one idea that has really taken off in the classroomʼs is her use of Best of Philly Latin Unperturbed by the animalʼs unexpected inventive taxonomy for dinosaur educator chronicles a arrival, Fine, award-winning writer of the nomenclature, such as polychromopod, typical day 18-19 popular childrenʼs book title, CryptoMania! amorphosaurus, trianglosaurus Rex, and Teleporting into Greek & Latin with the microcyanosaurus. C r y p t o K i d s (reviewed by Sharon

Story continues on page 4 Page 2 PRIMA What you missed!!! a (with League Classical American University of the took Loyola place Marymount at Institute  e 62nd Summer 26-28, 2009. Los 27), in Angeles, California, June on June Getty the to visit Villa Saturday, on PRIMA Page 3 The Big Picture

Photo by: brewbooks • http:// www.flickr.com/photos/brewbooks/ 3602616886/ Page 4 PRIMA

Fine’s ‘Create-a-Critter Spinner’ inspires student performance , creativity Continued from page 1 ! Fine continues to H e r e a r e m o r e i n s p i r e s t u d e n t CryptoMania! samples: slocally. A 2nd grade teacher in San Diego,CA, hit the In the town of Star mark perfectly with L a k e , C A , l o c a l Prefix Pets, an activity centered exclusively educators celebrated on prefixes rather than the townʼs centennial all basic roots, a fun with booths making and age-appropriate L o g o m o b i l e s , approach. playing with Roman numerals, learning Her students created Latin phrases and clever names, then One student’s work features quad- making dinosaurs at d r e w s p l a s h y a n d headed, sept-horned, uni-eyed, Create-a-Critter. created pictures of quint-nosed, bi-winged, tri-footed, their pets, reinforcing uni-taled dragon the prefixes’ meanings. On the conference c i r c u i t , F i n e Another class created reminisced of her a C r y p t o - D o m i n o successes at the game. I n t e r n a t i o n a l Many teachers have utilized Reading Association ! T h r o u g h c r e a t i v e , Fine’s spinner idea with Salvēte omnes -- Hello all! Fine (left) and book conference. h a n d s - o n a n d students, who take two, collaborator Kim Donner (right) adorn Roman garb to engaging projects like promote literary efforts. three, or four word parts from F i n e ʼ s b o o k c o - these, Fine strongly collaborator, Kim believes kids acquire a the wheels, depending on toolbox of basic Greek and Latin roots, Doner, took a Create-a-Critter spinner (see their level of comprehension. prefixes and suffixes that they will be able to illustration) to her session and conference utilize for a lifetime. attendees were mesmerized by its facility. ! On other fronts, Fine’s 15th book, Water, Participants received three spins, Weed, and Wait, a rollicking book then Doner drew the imagined about building a school garden creature on a large drawing pad. with co-author Angela Halpin, will be out from Tricycle Press in Fall 2010. Many teachers have utilized F i n e ʼ s s p i n n e r i d e a w i t h Visit www.edithfine.com for more students, who take two, three, information. or four word parts from the Find info on the 34-week wheels, depending on their level CryptoKids Decoder Program at of comprehension. www.cryptokids.com.

Has a megaceratosaur visited Students invent a new dinosaur Another piece showcases a uni- your class yet? or other creature and write eyed, uni-nosed, uni-taled, bi-footed, about it — its name, where it Please let Fine know what your uni-mouthed, bi-teethed, bi-handed, lived, size, what it eats, what it young readers do with uni-browed, poly-spiked, uni-body does all day, what friends ! Local educators have utilized Fine’s ideas to CryptoMania! by sending t h i s c r e a t u r e m i g h t create their own nomenclature. Above is an class and student samples befried, etc. image of Fine’s effort and Crypomania! Create- to [email protected]. A-Critter spinner. PRIMA Page 5

From the Chair: Gratias vobis ago! Giving Thanks

With Thanksgiving behind us (gobble! But wait, like most TV infomercials, PRIMA gobble!) and the winter holidays upon us promises you still more! This issue also (ho! ho! ho!), I always become a little spotlights Zee Ann Poerioʼs success last nostalgic and profusely appreciative of summer in orchestrating a regional series those who make my job as Excellence of events for educators of the Classics. Through Classics (ETC) Chair and PRIMA ETCʼs Immediate Past Chair, Poerio, Editor a worthwhile volunteer endeavor. chronicles her efforts in both words and images in hosting four successful events in When I first put on the conductorʼs hat of Pittsburgh, PA. this very small-newsletter-that-could, I envisioned a world full of ouch. In a congratulatory aside, the ETC executive board heartedly welcomes our Early on, I encountered some difficulty in newly-minted chair of the National filling pages with interesting spotlights on Mythology Exam (NME) committee, Allison Micheal Posey (above), current ETC academic programs – What were my Fiegel. Welcome aboard, Allison! A lauded chair and PRIMA editor, recently colleagues doing in the trenches?; educator from KS, Fiegel has some very finished another half-marathon and has encouraging PRIMA readers to describe big shoes to fill given past NME chair just returned from Mexico City where he their classroom successes in print – What Diana Nixonʼs experience and unwavering attended the 1st Youth Congress of the great lessons re-energize student service to ETC endeavors. Americas. achievement?; and, lastly, I worried about expanding PRIMAʼs readership and overall Lastly, PRIMA readers, I would like to scope – How do I feature a kaleidoscope of remind you that this is our first virtual debut. voices from colleagues drawn from our You now have the power to download diverse membership? current issues from our overhauled website which you can find here: h t t p : / / Well, PRIMA readers our moment is now! www.etclassics.org. Donʼt fret, you will be This current issue of PRIMA now boasts able to purchase a printed copy of PRIMA Well, PRIMA readers our 30+ pages of contemporary, curriculum- through the ACL office. moment is now! This driven and most importantly, easy-to-follow teachable gems to help you in your In conclusion, as I revisit long nights current issue of PRIMA now professional journey to be the best sending last-minute urgent e-mails to article boasts 30+ pages of educator you can be. Plaudite, quaeso! contributors or trying to make a deadline, I contemporary, curriculum- would like to thank every PRIMA So you always wanted to know how to contributor under my watch for making my driven and most importantly, incorporate mosaics in your classroom? I life a little easier. easy-to-follow teachable got you! Tell your peeps! gems to help you be the PRIMA is here to serve you, the reader, by best educator you can be. Latin teacher, Andrew Carroll, even details providing a forum for discussion, fostering drill and screw measurements if you are, the dissemination of ideas and aiding in the unlike me, daring enough to helm a power exchange of best practices. Itʼs a tall order, tool. but with your help and contributions, PRIMA will continue working towards these Are you hoping to tackle grammar soon goals and inspiring you when the ideas and are scratching your head as to how to cupboard is temporarily bare. (re-)introduce neuter nouns? Again, itʼs on! Within this issue of PRIMA is fellow I thank you all of you for everything that you colleague Jane Shapiroʼs inventive use of do to promote the Classics. Keep up the cupcakes, a sure-fire recipe for success in good work. All the best! any classroom.

Shapiro creatively incorporates vanilla or Micheal A. Posey chocolate cupcakes (with sprinkles, no Chair, Excellence Through Classics (ETC); less) to teach noun declensions. Okay, Editor, PRIMA Jane, you had me at cupcake! [email protected] Page 6 PRIMA St. Cyr designs course to encourage interest in all things classical Last spring Emelie, St. Cyr, a Latin teacher at Granville High School in Granville, OH, received an email from the recreation commission where she teaches. The e-mail encouraged teachers to create (and then teach) a new summer school courses.

St. Cyr quickly disregarded the email, given her already demanding class load – Latin I through the Advanced Placement Latin Curriculum.

However, throughout the day, the e-mailʼs contents continued to creep back into her thoughts.

In the past, St. Cyr had previously toyed with the notion of creating a Roman civilization or ancient history class as an summer school elective in her district.

However, St. Cyr never revisited this idea given that she teaches at a high school and most of the summer classes are remedial in nature.

In addition, like most, time is a precious commodity especially when creating something from scratch. St. Cyr was already St. Cyr recently presented on “Livy and Legends: Teaching Students About Reconstructing the Past” at helming a student trip to Italy and Greece the Ohio State Classical Conference. She teaches Latin I through the Advanced Placement Curriculum with 25 of her high school students, and had at Granville High School in Granville, OH. In her summer enrichment course, St. Cyr included Ancient already planned to stay afterwards to assist Egypt, Greece, and Rome and divided the days by each culture. From there she planned out a couple of on an archaeological dig. activities for each day.

However, despite her demanding work-load, future commitments there she planned out a couple of activities for each day. To and uncertainty that her course would be offered, St. Cyrʼs complete these classroom goals, St. Cyr purchased a small curiosity got the best of her and she capitulated to re-reading library of books that were appropriate for younger students. She that e-mail one more time. After a closer reading of the e-mailʼs searched teacher supply stores for activity books on ancient contents, St. Cyr realized that she could choose her own course cultures. She bought markers, construction paper, and other dates and times and, additionally, set student enrollment limits. various arts supplies and cloth to help make togas. Lastly, St. The questions then became, “Who?”, “Why?”, and most Cyr bought trowels, small brushes and dust pans, buckets, one importantly... “how?” shovel and one pick ax, and plenty of soil. Designing the Course The Course In St. Cyrʼs district, Latin is taught at the high school only, St. Cyrʼs first challenge was meeting her student enrollment goal whereas French and Spanish are both taught at the middle of six students per class. She had eight sign up for the upper school. St. Cyr wanted to target younger students who were level class and only five students for her younger section. The going to be selecting a language soon. She designed a morning recreation commission asked if they could combine the two class for students entering grades 6-8 and an afternoon course courses. for grades 3-5. The aim of the both classes would be an introduction to ancient cultures. The emphasis for the older class Luckily, besides two outliers, the rest of the class was composed would be Rome. of 5th through 7th grade students. St. Cyr started the first day with an explanation of her academic background studying In her proposed class syllabus, St. Cyr included Ancient Egypt, history, her love of teaching Latin, and her recent experience on Greece, and Rome and divided the days by each culture. From an archeological dig.

Story continues on page 7 PRIMA Page 7 Myth Dialogues, Roman Clothing Encourage Hands-on Learning

Continued from page 6 F r o m t h e r e t h e students filled out a chart about what they knew and would like Always a popular lesson, to learn. Using this St. Cyr gives her students chart, St. Cyr then selected activities that written instructions and she had prepared in they have to determine order to finalize the how to correctly dress their lesson plans for the partner in a toga. The first rest of the course. partners to both partners Here are a few of her don the toga correctly wins. studentsʼ favorites: Mythology Dialogues After discussing the different Roman/ G r e e k g o d s a n d St. Cyr has students participate in a mock archaeological dig in a small forest. Using goddesses, St. Cyr proper archaeological techniques, her troops dug up to five layers, drawing diagrams, wrote all of the deities recording finds and writing about all that they unearthed. Later, students wrote a names down on slips of history of what happened on that spot. p a p e r a n d t o s s e d those slips in a paper bag. Roman Clothing Always a popular lesson, St. Cyr gave the Students then selected partners. In turn, each students written instructions and they had to student then selected a deity from a paper figure out how to correctly dress their partner bag. The pairs then had to write a fictitious in a toga. The first partners to don the toga story in dialogue form that could have occurred correctly won. between those two deities. These vignettes were then performed in front of the entire Mock Archeology Dig Students record and document their finds. class. St. Cyr notes that her best effort was a St. Cyr found a small clearing on school Afterwards St. Cyr and her students dialogue written for an exasperated Hermes grounds and throughout the week she buried organized all of the finds, which included who questioned an adulterous Zeus about his old items. Each layer was a different type of old coins, a 1960s soda bottle, a thimble, lack of follow-through when breaking up with top soil available at a garden store. On the last broken dishes and other household past consorts. Shouldn’t Zeus have finalized day of the class, St. Cyr taught the students objects. his own extra-marital relationships in person? how to fill out the record for each layer.

Ancient Geography Using correct archaeological techniques the students dug up 5 layers, drawing diagrams, Using Google Earth recording finds, and writing what they saw. Each time St. Cyr discussed a new Afterwards St. Cyr organized all of the finds, geographical region, she began her lesson by including old coins, a 1960s soda bottle, a using Google Earth. thimble, broken dishes, and other household objects. Their last task as a as a class was to She chose one of the student’s local write the history of what had happened in that neighborhood. She then zoomed out so that spot. students could then see the state, the country and then, finally moving farther way, the Information provided by Emelie St. Cyr, Mediterranean Sea. St. Cyr noted that this Granville High School, Granville, OH. worked very well when she addressed the Nile River since she was able to show the changes Contact Ms. St. Cyr at between the delta and desert. [email protected] Page 8 PRIMA

Madden educates on mosaics, pushes students to brink of ‘tesseraed-out’

Information provided by Sherri Madden, Master’s Academy, Charlotte, NC.

Tesserae – this unassuming word used in describing the small squares of tile used in making a mosaic usually does little to strike terror in the minds of those hearing it.

Unfortunately, this is not the case for members of Masterʼs Academy Classical Club (MACC) who literally cut thousands of tesserae in preparation for their mosaic making booth at Festival in the Park!

But this treasure trove of tesserae was all for a good cause! Festival in the Park is an arts festival in its 45th year in Charlotte, NC. The festival is staged in scenic Freedom Park and attending it has become a tradition for many Charlotte and surrounding area families.

In keeping with the art theme, MACC students planned to host a mosaic making booth at the festival to teach the attendees about this ancient art.

In preparation for this formidable task, MACC students spent every weekly club meeting cutting half-inch squares of construction paper into tesserae. In fact, many industrious students volunteered to take strips of paper home to ensure that enough tesserae would be available.

Masterʼs Academy Latin teacher, Sherri Madden, commented that tesserae were cut and cut and then cut some more!

“We were pretty much tesseraed-outʼ, exclaimed Anna Schoeck, Middle School Vice-President of MACC. Over 120,000 people attended the Festival in the Park, a local arts festival celebrating With so many other attractions at the festival, MACC its 45th year in Charlotte, NC, where Madden’s students hosted a mosaic-making both students decidedly agreed that mosaic bookmarks to educate passers-by of this ancient art. The bookmarks proved to be a huge success would be both quick and easy. MACC students set up with most children. three tables, accompanied by a rainbow of colored tesserae, cardstock, gluesticks and yarn for the tassels. Each table featured laminated photos of ancient Fortunately, the local office supply store had a sale on mosaics so that participants could scrutinize real mosaics. laminated, foam-board posters and using photos from Maddenʼs travels to Italy, posters were made for the Madden observed that the bookmarks proved to be a huge following topics: painting, sculpture, vase painting, cameos, success with most children proudly showing off their creation glassware, frescoes, architecture and of course, mosaics. and with parents glad to have a useful keepsake. These illustrated posters were hung as a backdrop in the Furthermore, as children utilize these bookmarks, they will booth and the students as well as parents enjoyed looking at once again will be reminded of this ancient Roman art form. and reading about other ancient forms of art.

To ensure success, MACC students took the art theme one The Classical Association of the Middle West and South step further in preparing posters of other types of ancient art. (CAMWS) graciously provided a $250 grant to help defray Story continues on page 8 PRIMA Page 9 Latin Club takes on 4-day Festival in the Park, helps local efforts Continued from page 8 the cost of this Friday morning was “Kids c o m m i t t e d Day” with students arriving endeavor. by the busload for a field Madden estimates trip to Festival in the Park. that over 1,800 children visited the m o s a i c - m a k i n g booth.

M a d d e n d o e s s p e c u l a t e , however, that due t o t h e c u r r e n t economic situation, f e w e r s c h o o l s participated this year than in past years.

“A rainy Saturday a l s o c u r t a i l e d a t t e n d a n c e o n Look Mommie, I’m making a mosaic … Eager participants build and construct mosaics. what is usually the Nicole Adams, Master’s Academy Classical Club (MACC) Middle School President b u s i e s t d a y . noted how “amazing to see such talent in young children.” MACC was able to showcase N e v e r t h e l e s s , mosaic art and provide the Festival with an additional craft for visiting children. many youngsters enjoyed exercising their artistic abilities,” community endeavor, and we look forward Madden added. to working with Masterʼs Academy in the future,” she continued. “It was amazing to see such talent in young Sisters Suzanna (left), Laura (center) and children,” states Nicole Adams, Middle “In the middle of cutting all the tesserae and Anna (right) are taking a needed break School President of MACC. securing volunteers for the festival, I was and enjoying an elephant ear! beginning to wonder what we were thinking “This turned out to be a wonderful fit!” in taking on such a monumental task ʼ, Adams beamed. Madden quipped.

Masterʼs Academy was “My Latin students rose to the occasion able to showcase mosaic though and the whole event turned out to be art and provide the a most rewarding experience. Festival with an additional craft for visiting children. It was wonderful for them to have a venue in which to share their knowledge about A s p a r t o f t h e Roman art,” Madden concluded. a r r a n g e m e n t , t h e students also maintained Even though future tesserae cutting would the Festival's traditional be as dreaded as the sight of Medusa in Childrenʼs Art Area which ancient times, Madden confirms that MACC h e l p e d t h e m e a r n students responded with a resounding “yes” c o m m u n i t y s e r v i c e when asked if theyʼd like to continue hosting hours.” Special Events a mosaic-making booth and handling the Co-ordinator, Gloria Childrenʼs Art Area for the 2010 festival. In co-ordinating the set up of the mosaic making booth, MACC Bentley explained. students were also asked to take charge of the Children’s Art Area Contact Ms. Madden at which consisted of setting up 80 easels and keeping them “Overall, this was a [email protected] supplied with paper and crayons. wonderful addition to this ... Page 10 PRIMA

Palumbo nuntiat: “Omnes possunt discere linguam latinam!”

Information provided by Sarah Palumbo, Desert Vista High School, Phoenix, AZ

While the Latin program at Desert Vista High School offers Latin to high school students, the advanced Latin students, taught by Latin teacher, Sarah Palumbo, have decided to share the classics with other groups on campus and the feeder middle school students.

Teaching Latin to the Preschool Students

As you walk into the preschool at Desert Vista, the “Thundertykes” have already transformed into their ancient Roman-selves, wearing their multi-colored tunica painted by their own tiny hands. The “togated” Thundertykes prepare for the next Olympic competition. Desert Vista High School, a public high The three and four year olds school in Phoenix, AZ, boasts a population of 3000 students. 230 of those students are enrolled in Latin. know that once this happens, it is practicing animals, and making a Roman banquet while time to go to ancient Rome and to learn Latin. practicing food names. Many have asked, why teach Latin to three and four year olds “This is an experience that the tykes look forward to every when most of them cannot even write? Many of the advanced week as well as the advanced students,” Palumbo added. Latin students have discovered that these little learners absorb anything that is taught to them as long as the activity is fun and engaging. Teaching Latin to the Middle

While teaching the youngsters different units, the high school School Students students, who generate all of the lessons, create worksheets where the little discipuli are not only practicing their Latin Just a few miles away exists two middle schools that feed into vocabulary, but also learning to write their letters as well. Desert Vista. These middle school students are enrolled in Some of the units taught have been colors, numbers, animals, Spanish but due to the kindness of the Spanish teachers, the food, Olympics, plays and monuments. Learning Latin, advanced Latin students are able to enrich (and hopefully however, is not all about doing worksheets. entice) these students with the love of the classics.

Palumbo noted that there are also many hands-on activities Every December and January, just before registration begins that the students do such as making ancient Roman jewelry for the following school year, the high school Latin students while practicing colors and numbers, making monsters while visit the middle school students and spend the day with them

Story continues on page 13 PRIMA Page 11

Zeller organizes, orchestrates Latin language student retreats

Information provided Latin is tied in their by Karen Zeller, minds to these peak HomeSource, social experiences,” Eugene, OR. Zeller finished.

In mid-April, 7th-12th Zeller begins planning grade Latin students a retreat by lining out put on their boots, a c a d e m i c g o a l s , r o l l e d u p t h e i r including games or sleeping bags, and reading techniques settled down under that she only uses at Oregon's tall trees to camp. read “real” Latin together for 3 days. “I think of the retreat as approximately 10 HomeSource's 14th study times of an Latin Retreat was hour to 2 hours each, underway. and I lay out activities and texts for each of HomeSource is a those blocks,” Zeller publicly-financed, said. privately- administered home- Arma virumque cano … Zeller (right) translates with several of her students. The privilege of W i t h m u l t i - l e v e l schooling resource attending Latin Camp has become a draw for Zeller’s Latin program at all levels. groups, Zeller may center in Eugene, h a v e t o p l a n OR. HomeSource teacher, Karen Zeller, teaches Latin, music, independent activity for one group while she works with English and Greek classes. another, or use activity geared toward the upper group with extra support for the less-advanced. She developed the Latin program at HomeSource, beginning in the center's first year, and the classes in Latin now include Zeller even includes physical activity between blocks. beginning through Advanced Placement classes for grades 5-12 and exploratory classes for K-8 students. In the fall, Zeller works hard to form a team, so she does several team development games and challenges. In the “We began retreats to supplement limited class time for AP spring, she incorporates more "free-form" physical activity: students, and AP preparation is still part of what we do. In the ultimate frisbee games, hikes to the beach, exploration of the fall, students read a big bite of the syllabus and learn writing back corners of the camp. The physical activity supports the formats; in the spring, they take a mock exam and figure out kids’ ability to keep doing the difficult brain work asked of them how to make the most of the last month before the exam,” –and it's part of the fun that keeps kids coming back. Students Zeller noted. are divided into groups to prepare meals, an important part of team development. Zeller usually plans menus and brings the But Zeller quickly discovered that students love to attend Latin food. camp. For the last several years, she has invited Latin III students to come along, then highly motivated Latin II kids and “We end our days with either a fire (with songs and s'mores, of some siblings. course) or table games. I have used Girl Scout, Boy Scout and Campfire camps. I look for a site with electricity, showers, What are the advantages of taking kids to camp? Zeller found a kitchen, and a good common room for a study space. Too that long stretches of dedicated time and focused practice much "roughing it" can deter some students, and I want it to allow students to develop better reading skills. be a positive experience for all,” Zeller continued.

“Teachers can try activities that require more time and deeper Zeller has menus, schedules, games, and other ideas that immersion than we can get in a classroom. Secondly, camping may help if others would like help in planning a Latin Camp together builds team spirit. Away from the normal distractions, for your students. students get to know each other. They cook together, play games, develop common ground that is unique just to our group. And then they associate the fun of camp, the Contact Ms. Zeller at satisfaction of teamwork, and the accomplishment in Latin. [email protected] Page 12 PRIMA

Latin teacher Carroll chronicles how to build a mosaic

Information provided by Andrew Carroll, Horace Mann Middle School, Franklin, MA.

A challenge was set before the staff of Horace Mann Middle School in Franklin, MA, to create engaging pieces to complement their curriculum.

The art teacher, Jane Pichette, the technology teacher, Bruno Nosiglia and Latin teacher, Andrew Carroll, decided to collaborate and create and incorporate how to make a mosaic to meet this challenge.

Working with the Worcester Art Museum on this first mosaic, they will work independently for subsequent ones.

Twenty-five students volunteered to participate in the project.

Carroll and his students first visited the Roman Galleries at the Worcester Art Museum. Here students saw actual mosaics. Carroll first allowed students to visit the local Roman Galleries at the Worcester Art Museum to view actual mosaics before they committed to creating their own inspirations. Carroll’s troops decided to “This was a great way to begin the devote their creative efforts to a seasonal theme. project,” Carroll notes. A g a i n , s t u d e n t s Back at school, Carrollʼs students began by brainstorming caution that when ideas for themes for their mosaics. They decided on a laying the tiles a 1/8” seasonal theme, devoting one panel to each season. The gap was left between students sketched out their ideas on pieces of paper that them to grout the were the same size as the mosaics. mosaic.

Carrollʼs students chose to pursue making a robin, a sun, an Any color grout can apple tree and a snowflake as the images; Carroll stated that be used, Carroll and these were simple shapes that required less cutting of tiles. his students chose a dark gray. After creating the final sketch students cut the shapes out and then traced them with sharpie onto the plywood backing. Before you start the p r o j e c t C a r r o l l The next step is to lay porcelain tiles onto the plywood using recommends that it Thinset. One way is to spread a layer of Thinset over a small i s b e s t d e c i d e area (5 cm X 5 cm is a good size to start) and then place the whether to hang the tiles into it. mosaic or lay it on a floor. Carroll (above) teaches sections of 6th-8th Carrroll notes that if you only need 1 or 2 tiles glued, grade Latin at Horace Mann School in spreading a little Thinset on the back of each tile works as “We hung ours, so Franklin, MA. This picture was taken on a well. Having the students lay a border first for each shape before gluing the recent odyssey to Greece. works well; from there students easily worked towards the tiles we drilled and center of the shape. countersunk 2 sets of holes 16” apart.

Story continues on page 13 PRIMA Page 13 Carroll notes how ‘amazing’ final mosaic received by students Continued from page 10 A 2” #10 metal screw secured the mosaic onto the wall, then tiles were glued and grouted to hide the screw heads,” Carroll continued.

Carroll found the whole project very labor intensive, requiring many hours of studentsʼ time to glue all the tiles down.

“We only met once a week for two months and towards the end, we met more often to finish before the end of school,” Carroll said. The students who saw the In the 2009-2010 school year Carroll and project through to the end his Art colleague Jane Pichette will be are very proud of their work repeating this project with students, but only and are excited to show it in the 8th grade art classes as oppose to an off to their friends in after school endeavor. Also in his 8th grade Latin classes, Carroll will be giving his troops an overview of the history and building/construction of mosaics. The size of the panel will also be reduced to 1ʼ x 1ʼ to help keep students attention. Mirabile visu! Carroll will re-design this mosaic Carroll notes that the finished product looks project for adoption in his school’s 8th grade art amazing hung up. classes. He also hopes to address an historical overview of mosaics and their construction. Moreover, the students who saw the mosaic project through to the end are very proud of their work and are excited to show it off to Contact Mr. Carroll at their friends in school. [email protected] Palumbo advises on teaching Latin to students with special needs, varying schedules Continued from page 10 teaching them Latin Twister, the This group of students with wheel chairs needed a hand twister animal game, and the benefits of disabilities are not enrolled in the board to play Latin twister, etc). taking Latin at Desert Vista. traditional high school classes but are enrolled in life skills classes that Palumbo relayed that every week will help them succeed after high was an experience. Due to the Teaching Latin school. varying academic schedules and to the Special Needs needs of those students, there was Students Before the actual teaching began, never a consistent class so each Palumbo’s Latin students decided week was a “new” week. However, Due to the success of the pre-school what was to be taught to these in the end, Palumbo proudly program, the advanced Latin students and then the Latin teacher announced that the experience was students decided to reach out to met with the members of the special well worth it! another group on campus: special education department in order to needs students. discuss what accommodations would Contact Ms. Palumbo at needed to be made (Students in [email protected] Page 14 PRIMA Williams selected awardee The Julia K. Petrino Award was established to honor middle school classical scholars who embody the dedication, discipline and love of Classics exemplified by the young woman for whom the award is named. It was established by J u l i a K . P e t r i n o ’ s middle school Latin teacher, Lauri Dabbieri, as well as family and Vickie’s win couldn’t have friends of Julia. been more deserved – I am One of this year ’s extremely thrilled for this Petrino Award winners very special young woman dedication to the study of Classics is especially note-worthy. Vi c k i e W i l l i a m s , a student at The Wilson School in St. Louis, MO, wowed judges with her fervor for studying the Classics. “Vickie’s win couldn’t h a v e b e e n m o r e Recipients of the Petrino award, like Vickie Williams (above), are selected based d e s e r v e d – I a m on their performance on the National Mythology Exam (NME) and other activities extremely thrilled for in the field of classics. this very special young woman,” stated her “If I had to define the word ‘amazing,’ I recommender and long-time teacher would simply say ‘Vickie Williams,’” Joana Ocros-Ritter. Ocros-Ritter concluded. “If I had to define the word Ocros-Ritter has taught Williams over the past eight years, first in French and later Williams was equally as elated about her “amazing”, I would simply in both Latin and mythology. selection as a Petrino Award Winer. say ‘Vickie Williams.’ “[Vickie] has always been a dedicated and “I am extremely honored to receive this inquisitive student, but this past year, her award and I realize I couldn’t have won it dedication was truly put to the test,” without the help of my wonderful Latin and Ocros-Ritter relayed. mythology teacher, Ocros-Ritter,” Williams gushed. Williams had to spend extensive amounts of time in the hospital but refused to let Williams cites Ocros-Ritter as the catalyst this experience slow her down. Not only for her current love of all things Classics, did she study and maintain her studies in especially mythology. Latin and mythology, but she also managed to merit yet another gold medal “I have learned to think about the nature on the National Mythology Exam (NME) – of being human through the ancient her third in a row! myths, stories, language and artifacts,” Williams commented. “Did I mention that [Vickie] took the NME exam while receiving treatment in the “Mythology does not tell us only what hospital?” Ocros-Ritter added. deities the culture believed in, but also Story continues on page 15 PRIMA Page 15

Petrino Award was established to honor middle school classical scholars who exemplify dedication, discipline and love of Classics

Continued from page 14 what virtues or values the prized, why they did what they did, even the way they looked at life,” Williams added.

“Their language and everyday items can also give us the tantalizing clues to the Greek and Roman Culture, as well,” Williams concluded.

The recipients of the Petrino award are selected based on their performance on the NME and other activities in the field of Classics. All teachers administering the NME to middle level student receive nomination forms for this award.

Applications can also be downloaded from the ETC website: http://www.etclassics.org

Information provided by Joana Ocros-Ritter, The Wilson School, St. Louis, MO. Not only did Williams (left) study and keep up with her Latin and Mythology while in the hospital, but she managed to win yet another gold medal on the NME. Mentor, Joana Ocros-Ritter (right) poses with her.

Again this year as in previous years, teaching materials are available to help prepare students for both the National Mythology Exam (NME) and the Exploratory Latin Exam (ELE) Information provided by Kris Tracy, Excellence Through Classics Activity Packets Editor, Denver, CO

The Heracles Packet released in 2003 has been updated and expanded to reflect the information covered in the thematic section and the subtests on the 2010 National Mythology Exam. The Heracles activities have all been completely reformatted, and sections specifically geared to each subtest on the 2010 National Mythology Exam are very helpful in teaching Book XXII of the Iliad, Book IX of the Odyssey, Book VIII of the Aeneid, and selected Native American Myths, African Myths, and Norse Myths. The 172-page 2010 Heracles Packet is available in print version or CD version. Help for teachers who want to prepare students for the basic mythology section of the yearly exam can be found in the Olympian Gods Teaching Packet.

For the 2009-2010 Exploratory Latin Exam, a Roman Daily Life packet is now available to help teachers prepare students for the thematic section of this yearʼs exam. This 57-page packet is cued to the Syllabus Addendum and includes information on “The Family,” “Children and Education,” “Dress and Personal Ornaments,” and “Food and Meals.” The Exploratory Latin Review Activity Packet, a resource released in 2004, is likewise cued to the General Syllabus which guides teachers as they help their students get ready for the first thirty or forty questions of the exam.

Ordering information for these packets and all other packets produced and made available through the Excellence Through Classics Committee can be found on the ETC flyer located on our website, http://www.etclassics.org. Page 16 PRIMA

NY’s Schapiro Promotes Creating a Colorful Latin Classroom

Information provided by Jane Schapiro, She prompts students to think Nightingale-Bamford School, New York, NY. of something they want which they know how to say in Latin. Nightingale-Bamford Latin teacher Jane Then, students draw a picture of Schapiro found that making Latin as colorful their would-be possession, label as possible was a great way to generate it in Latin, and translate it two student excitement and also a highly ways in English. effective method for teaching material that students tend to struggle with. For example, Cista Victoriae would be translated “Victoria’s ROMAN NAMES Trunk” and “The Trunk of Victoria.” In Schapiro’s school, Latin is required in grades 6-8. In 6th grade, students choose Schapiro tells classes that Roman names for themselves and these whenever they are not sure of names become their “Latin Class Names” for how to use the genitive, they the whole year. So, for example, in Latin should think of the label for their class, instead of being “Lisa,” a student drawing. might be known as Iocosa (joyful). Schapiro would like to say that Schapiro, shown above, teaches at The Nightingale- Students illustrate their Roman names and students never again misuse Bamford School in New York City, NY. She is a these illustrations go up on the bulletin board the genitive. Although this is frequent presenter at the American Classical League’s where parents see them at the beginning of not true, she finds that her Annual Summer Institute. the year on Curriculum Night. Schapiro finds students understand and utilize that this is an enjoyable and upbeat way to the concept much more start off the study of Latin. accurately than before. Additionally, students have a graphic model they can refer back to FAMILY TREES if they make mistakes.

At the beginning of the year, Schapiro also One caveat for this project is that Schapiro has students make family trees and label doesn’t allow students to choose a would-be them with Roman names. possession where the nominative and the Students illustrate their genitive are the same, because she finds Roman names and these GENITIVE DESIGNS this would be too confusing. illustrations go up on the bulletin board where parents A difficulty Schapiro encountered with the For example, her students are not allowed to see them at the beginning of genitive case was that, although students choose a dog (canis). Although a dog is the year on Curriculum Night. understood that it showed possession, they precisely what many of them actually do sometimes used the genitive case for the want, they still have a lot of fun with the possession rather than the possessor. So, project. for example, “Marcus’ house” was all too often Marcus vīllae. NEUTER NOUN CUPCAKES

Thinking back to one of her former teacher’s In the past, Schapiro noted that her students mottos, “Remember the example, and the felt unnecessarily burdened by the rule will follow,” Schapiro came up with the introduction of neuter nouns because they following activity. thought of them as a whole new breed.

Story continues on page 17 PRIMA Page 17 Schapiro Inspires with cupcakes, color-coded adjective charts Continued from page 16 Now Schapiro tells b l a c k , a n d t h e y p u t students to think of feminine endings in pink, ‘normal’ 2nd and 3rd masculine in blue, and d e c l e n s i o n n o u n s neuter in light blue (since nouns as cupcakes neuter is just a variation a n d 2 nd a n d 3 r d on masculine). declension neuter nouns as cupcakes F o r 3 r d d e c l e n s i o n with sprinkles – a adjectives, Schapiro uses v a r i a t i o n o n a purple for masculine and cupcake, but not a feminine endings (since whole new cupcake. purple is sort of a unisex color) and lavender for At the beginning of the academic year, Students make charts neuter. Schapiro has students make family trees for the 2nd declension and label them with Roman names. neuter noun, baculum, Using colored adjective a n d t h e y p u t endings emphasizes the “sprinkles,” in colored importance of gender in marker, on the forms n o u n - a d j e c t i v e that are different from a Schapiro encourages her students with ‘real live’ agreement. neuter nouns – a choice of vanilla cupcakes with “ n o r m a l ” 2 n d sprinkles (2nd declension neuter nouns) or declension noun. chocolate cupcakes with sprinkles (3rd declension Also, having different sets neuter nouns). of colors for first, second Then, they do the and third declension same thing for a 3rd adjectives underlines the declension neuter noun. When students see distinction between these two. that most forms do not have “sprinkles,” they see for themselves that they already know For example, if a student puts 1st and 2nd most of the forms, and they have a much declension endings on an adjective like easier time learning the charts. brevis, Schapiro provides her student with a simple reference by saying, “Think of what What makes this activity even more fun is chart brevis belongs to - the pink and blue that after students make their charts, one or the purple and lavender one?” Schapiro and her troops eat “real live” neuter nouns – a choice of vanilla cupcakes with In addition, students enjoy creating colorful sprinkles (2nd declension neuter nouns) or adjective charts, and anything that makes chocolate cupcakes with sprinkles (3rd noun-adjective agreement more fun declension neuter nouns). encourages students to engage with the material in a more productive manner. COLOR-CODED ADJECTIVE CHARTS Sometimes, Schapiro feels a little like Mary As Schapiro has noted, students tend to Poppins when she sings, “A spoonful of have a great deal of difficulty with noun- sugar helps the medicine go down, in a most adjective agreement, and she has found that delightful way.” However, she has re-crafted color is very helpful for this topic. the lyrics to say, “A dollop of color makes the “Mihi nomen est Stella” … Above is a material go down in a most delightful and creative student illustration of her st nd Roman name. When she introduces 1 and 2 declension effective way.” adjectives, she has students make their own charts for bonus, a, um. They write the base Contact Ms. Schapiro at of the adjective bon- in a neutral color like [email protected]. Page 18 PRIMA Latin rocks! Information provided by Nicole Curry, Phoenixville High School, Phoenixville, PA.

“Salv!te, discipul!!” Latin teacher Nicole Curry chirps as she wheels in her pilot bag into the classroom.

(The class responds with various greetings: “Salv", magistra!” “Salv"te, magistra!” Curry has noticed some strange stares from her 6th grade students.

“When I say Salv!te you say salv!,” Curry demonstrates, spreading her arms wide with palms facing the students.

The beat of DJ Kool#s “old-school” song “Let Me Clear My Throat” is thumping inside her head as Curry moves around the room, pumping her arms to the rhythm that only she can hear.

Somehow a few students begin to grasp what Curry is trying to motivate the class to do, and they prepare themselves to wave their hands in the air at the designated time. “Now we’re ready to start class! Aperite libros et vertite ad paginam …” Curry was named by Philadephia magazine as its 2009 Best of Philadelphia Schools’ teacher. “Salv!te,” Curry commands. She gestures towards the students to Curry likes to conduct certain Latin lessons in bursts of initiate the call and response. concentrated Latin with wacky accents, and a few brave students speak Latin with their own contrived accents to Curry#s Curry scans the eyes of students amusement and the chagrin of their fellow classmates. intensely and makes a fierce expression during her first visual Curry candidly confesses that she uses her bizarre sense of sweep of the classroom. humor to teach grammar and cultural lessons too. “Salv!!” reply some of her “When I want to emphasize the importance of the accusative students softly. case, for example, I remark that students do not want the water to attempt to drink them if they mistakenly ask, $Licetne mihi “Salv!te!” Curry repeats, trying to potare aqua?# instead of $Licetne mihi potare aquam?# Curry motivate her class to show more instructs. enthusiasm and raises her arms again towards the class. Although Curry (above) Middle school students seem to enjoy Curry#s adolescent sense teaches the fundamentals of of humor, especially early in the morning. Curry gazes intensely at more the Latin language and of students and nod encouragement ancient Greco-Roman culture Curry jokes often that even though gods and monsters in to the smiling boys and girls as to both middle school and Roman mythology had delivered children through their heads, they begin to internalize her high school students, she thighs, and necks, they have never given birth to themselves, to directions and their role in this appreciates her ‘sweet and the best of her knowledge, because that would be “simply call and response ritual. sassy’ middle school students most of the time. disgusting.” All or nearly all of Curry#s students “I get more than a few giggles from boys and girls from my exclaim, Salv!! Curry is grateful that her students are starting classically-based lounge act. My willingness to play around with to wake up from their morning comas and begin in earnest their the Latin language and to make learning about Greco-Roman of today#s material. myths seems to mitigate most resistance to my edicts directed

Story continues on page 19 PRIMA Page 19 Best of Philly Latin teacher, Curry, opens door to a ‘Day in the Life’

Continued from page 18 to students to read, write, and speak Latin to their best of their abilities,” Curry notes.

Curry surmises that her teaching style works for my students because some of her students given some local wins on the local and national awards,

“The fact that I am able to witness my students develop stronger work ethics and more intense intellectual curiosity for a variety of subjects in addition to Latin from sixth grade to eighth grade (and for a few more years at the high school) means more to me than the awards that they earn,” Curry states.

Curry likes to avoid turning down any opportunities for her students to achieve. She realizes that her Latin program could be eliminated at any time due to budget crunches or other unforeseen political forces. Curry is over-zealous in maintaining the momentum that she has begun in her classes. Curry states that she values her job highly and Here Curry (in black) aids one of her students in understanding a grammar topic. she takes threats to downsize or eliminate her position and fledging Latin program very illustration in a textbook or at the sound of a seriously. silly or naughty sounding word,” Curry jokes. Curry, in fact, is over-zealous in maintaining Curry curiously wonders how did Latin the momentum that she has begun in her teachers of yesteryear teach certain verbs and classes and she puts student success at the prepositions with straight faces. top of that list. Lastly, as a relative newcomer to the Latin “I will call, e-mail, or in extreme cases, visit my teaching camp, Curry readily admits that she studentsʼ homes, so I can compel parents and has much to learn as a language teacher. “I enjoy working with the guardians to support the studentsʼ efforts to shy students as much as learn in my class and their efforts to complete “When I find myself griping about submitting the compositions and projects that I assign to I enjoy working with my homework assignments or completing any them. other soul-grinding task, I ask myself, ʻWhy did vociferous students. I I want to study Latin? Why later did I want to take them where they are Curry truly appreciates having her “thug-tastic” become a Latin teacher?”ʼ Curry mused. discipuli as much as her “super achievers.” at, and I try any technique From writing original Latin sentences in the I can to inspire them to But Curry is re-energized with every class and classroom or performing skits in which all has enjoyed teaching students about the learn” students participate, Curry strive to keep all elements and the applications of the Latin her troops engaged – even if they are playing language. temple columns, shrubs or marble steps. In addition, she wants her classes to Humor also adds a light note to Curryʼs understand the language and in turn to see classes. Curry remarks that she nor her globally the human condition from the view- classes are rarely bored. point of the ancient Romans. “We always laugh together at some point in class, either when prompted by a perplexing Contact Ms. Curry at [email protected] Page 20 PRIMA

Hannegan’s Latin Students Enter the World of Flavia Gemina Information provided by Melody Hannegan, Marshall Middle At that time, there was a Montessori curriculum set in ancient School, Wexford, PA. Alexandria that introduced the Latin language, as well as cultural diversity in antiquity, to younger students.

The concept was wonderful but Hannegan and her colleagues did not want to set the program in Alexandria, given students would be studying Alexandria in the Cambridge Latin Course at a later point in their linguistic studies.

Meanwhile, two significant events occurred to change their original curricular developments. First, Hannegan and her colleagues had the opportunity to visit the site of the ancient port city of Ostia on student trips to Italy.

“Ostia, by far one of the best-preserved archaeological sites from the Roman World, offered a wealth of realia including cultural information and visual aids. Each of us fell in love,” Hannegan added.

Secondly, the ancient city of Ostia is the back-drop for famed London author Caroline Lawrence’s Roman Mysteries series . This book series targets young readers as its base audience and the book’s protagonists are the same ages as many middle school students.

Hannegan relayed that a former eighth-grade student first discovered the series in 2003 and could not get enough of the vibrant characters, culture-filled plots and ancient history. When Hannegan then learned that the Lawrence’s Roman Mysteries series had made it to the Accelerated Reader list, she found that this was the perfect moment – what greater stimuli could she have? Melody Hannegan, a 7th and 8th grade Latin and English teacher, teaches at Marshall Middle School in Wexford, PA. She co-teachers with fellow Therefore, in the spring of 2006, Hannegan and her peers colleagues, Angela Bergen and Connie Ramsey. embarked on the creation of a new curriculum, set in Ostia and based on the storyline of The Roman Mysteries series. In the North Allegheny School District, located in suburban Pittsburgh, PA, students attend one of three middle schools. “We blended the best of what we had previously done in our During seventh grade, they explore two of the four offered old lessons with the characters and initial actions of the first languages in nine-week exploratory courses. book, The Thieves of Ostia,” Hannegan remarked.

Teachers of all the languages have created the curriculum and “packets” to accompany their language sections. Diplomae Publicae – The Best of the Old Program At first, Latin teachers wrote a curriculum that mirrored the modern languages and then revised it to prepare students for Hannegan relayed that on the first day of the course, each the reading approach they would encounter in 8th grade. student pulls a scroll from a canister. The scroll is diploma publica – a travel document which gives him/her a Latin However, some years ago, local Latin teachers put their name and identity. Previously, Hannegan had created a heads together and started to question the content of their number of Roman families and supporting characters for then Exploratory Latin Curriculum. Teacher Melody Hanegan these diplomae. and others wanted “to freshen it up a bit, make it our own and thus, something the students would also embrace,” Hanegan “We adjusted the names and descriptions to fit many of the noted. varied characters from The Roman Mystery Series.

Story continues on page 21 PRIMA Page 21 Students Tackle Latin via Lawrence’s Literary Corpus Continued from page 20

After brief preliminary Each Latin description includes the person’s name, place of residence, family lessons which introduce relationship (if any), age, and clothing. In the Latin language, its addition, the scrolls contain occupations, connection to English, and actions, and personality traits,” Hannegan detailed. Roman geography, the students enter the world of As the students learn geography, they Flavia Gemina, the main discover the world in which the character lives; numbers, they learn their ages (from character of Caroline 4 months to 63 years); family terms, they Lawrence’s books, and her learn about their relationships to the other three friends. students in class.

By the end of the term, student can read the majority of their descriptions and they see a diverse sampling of the people who lived in the Roman World.

Mysteria – The Roman Mysteries and the

Children Who Solve As Hannegan’s students proceed in reading subsequent stories, they explore grammar and sentence structure, Them vocabulary and derivatives, and culture in an engaging After brief preliminary lessons which plot. introduce the Latin language, its connection to English, and Roman geography, the students enter the world of Flavia Gemina, their independent reading in the Accelerated the main character of Lawrence’s books, and Readers program and earn credit in their her three friends. reading classes as well as pecunia which is converted to enrichment points in Latin The friends include a Judean boy with class,” Hannegan said. asthma, a Nubian slave girl, and a speechless street urchin – children with In addition, Hannegan and her team do utilize wonderfully diverse backgrounds. one or two of Lawrence’s short stories about the children detectives as readings for The students meet these characters and their English writing prompts. The students can families through simple model sentences: easily read a story and respond to it in writing Flavia Gemina est puella Romana. Flavia est within the course of one class period. amica. Flavia est filia Marci. Flavia in Ostia in Italia habitat. sunt decem anni Flaviae. “In short, we have hoped that our love of the Latin language, respect for ancient Roman Once the students learn basic information, history and culture, and enthusiasm over this they read a simple story, entitled, “ ubi est wonderful series of books would be anulus?” This story is the beginning of contagious to our students,” Hannegan primum mysterium, in which Flavia discovers concluded. that a Magpie has stolen her father’s ring. Hannegan and her fellow teachers have not Hannegan noted that as the students been disappointed. proceed in reading subsequent stories, they explore grammar and sentence structure, Check out Caroline Lawrence’s website: vocabulary and derivatives, and culture in an http://www.romanmysteries.com/pages/50- engaging plot. Home_Page

“Although we do not require our students to Contact Ms. Hannegan at read the books as a part of our curriculum, [email protected] many of them do read the books as a part of Page 22 PRIMA

Excellence Through Classics (ETC) Celebrates Classics Regionally Information provided by Zee Anne Poerio, St. Louise de Marillac School, Pittsburgh, PA.

In celebration of Excellence Through Classics’ (ETC) 20th anniversary, Zee Anne Poerio, Immediate Past Chair/Public Relations of the Excellence Through Classics Committee, organized four events in Pittsburgh, PA, to promote the study of Classics at the elementary and middle levels.

To commemorate Poerio’s efforts, Pittsburgh’s mayor, Luke Ravensthal, issued a proclamation honoring the local, state, and national Classics organizations involved in these events and summarily declared July 22 - 24, 2009, Allegheny County/Pittsburgh Classics Days: http://picasaweb.google.com/zee.poerio/ ProclamationPGH?authkey=Gv1sRgCKXu6I2M8-f8- gE&feat=directlink)

Poerio jumpstarted her events with a tea featuring UK author, Barbara Bell. Poerio’s planned 2nd day of festivities took place at the Carnegie Museum of Art. Bell discussed her book, Minimus, and, in turn, shared her success with introducing Latin grammar and myths using her text which is based on a family that lived at Vindolanda.

Norma Goldman, classicist and author, presented a PowerPoint on ancient Roman clothing and enthralled the audience with her “Famous Fashion Show of Ancient Costume.” The fashion show took place in the middle of the Carnegie Museum Hall of Architecture. Workshop attendees along with volunteers from the audience had the unique opportunity to serve as models and Poerio relayed that attendees were treated to quite a show.

Andrew Reinhardt of Bolchazy-Carducci Publishers presented a talk on on-line resources which included Poerio’s events began with a tea, tour, and Classics talk for teachers at the historic Gilfillan for archaeology. In addition, Poerio presented a Farmhouse in Upper St. Clair, PA. Barbara Bell, UK author of Minimus: Starting Out in session on “Art, Mythology, & Ancient Coins” and Latin, was the featured guest. exhibited part of the Ancient Coin Museum which was developed with Ancient Coins for Education, Inc. the tenth anniversary of Bell’s book, Poerio and her guests (ACE). celebrated with a party and sang “Felix Dies Tibi Sit” in Latin.

Attendees experienced an authentic ancient Roman cena at The final event was held at Barnes & Noble Bookstore with the working lunch where Poerio discussed parts of the book talks by Bell on Minimus and Minimus Secundus and Roman meal ab ovo usque ad mala (from egg to apples) and also featured also featured other well-known classicists. everyone left with some treats to take home in their mappa (napkin). Goldman presented Latin Via Ovid, English Grammar for Students of Latin, Let’s Wrap (video), and The World of Later, a children’s event was held at St. Louise de Marillac Roman Costume. Andrew Reinhardt shared great on-line Parish Center where Bell taught the first lesson from her materials that supported books published by Bolchazy- book, Minimus. Poerio noted that children and adults were Carducci, including Latin for the New Millennium by Minkova speaking and reading Latin in a matter of minutes.In honor of and Tunberg.

Story continues on page 23 PRIMA Page 23 Poerio Choreographs, Promotes Classical Events in Pittsburgh, PA Continued from page 22

Attendees experienced an Local author/former teacher,Carrie authentic ancient Roman Kennedy, cena – Ab ovo usque ad answered several mala. questions and discussed her new book, Panorama: An Introduction to Classical Mythology.

Kennedy’s book i n c o r p o r a t e s Howard Gardner’s theories of multiple intelligences within the context of the study of classical mythology.

L a s t l y, G e o r g e Metz, a Roman re- enactor, brought In celebration of Excellence Through Classics’ (ETC) 20th anniversary, Poerio, reproductions of Immediate Past Chair/Public Relations of ETC, organized four events in Pittsburgh, PA, helmets, shields, to promote the study of Classics at the elementary and middle levels. and swords. He h a d a t t e n d e e s complete simple military commands.

Poerio would like to especially thank The George Metz (left), Gallio Velius American Classical League (ACL), ETC, the Marsallas, Prefectus/Commander of Pennsylvania Classical Association, the Legion XXIV gave a demonstration of Classical Association of Pittsburgh and Roman military. Vicinity, Scott Stickney, the Carnegie Museum of Art, Bolchazy- Carducci Publishers, Cambridge University Press and St. Louise de Marillac School and Parish.

Additionally, Poerio thanks the efforts of the Primary Latin Project, Wayne State University Language Department, ACE, Ancient Coin Collectors Guild, Archaeology magazine, James R. Clifford, Jr., Toni Norma Goldman (above) presented Latin Via Ovid, Luvara, Theresa English Grammar for Students of Latin, Let’s Wrap Andrew Reinhardt (left) with Poerio (right) also discussed the NING Enyeart, Jeremy (video), and The World of Roman Costume. social network (http://eclassics.ning.com) and the virtual world of Paterson for making Second Life and the machinima projects with live interaction in Contact Ms. Poerio at Latin. this event a wonderful success. [email protected] Page 24 PRIMA Petrino winner fêted St. Stephen's & St. Agnes School's (SSSAS) Latin program boasts more than 100 members each year. In the Middle School under Charlie Joyce's and Melanie Streed's instruction, SSSAS students can take an introductory course in 6th grade followed by Latin I distributed over two years between 7th and 8th grade. Students can continue with their language studies in “Evan is the type of student Latin II through a 5th year teachers enjoy teaching Advanced Placement class. because of his voracious Moreover, the school’s Latin club takes advantage quest for knowledge, his of Washington, DC, with desire to help his peers, and its rich classical plays and his interest in bettering not art exhibits. just himself but also, in The SSSAS Latin program has also been successful Latin’s case, the SSSAS competitively in both state Latin program.” and national contests.

Upper School SSSAS L a t i n t e a c h e r , I a n Hochberg, relays that annually, some students choose to compete in the Ian Hochberg (above, left), pictured with 2009 Petrino Award Winner Evan Draim Classical Association of (right), believes that students should be given countless opportunities to enrich their V i r g i n i a ' s L a t i n Latin studies and to try new experiences. Tournament, Latin Essay Contest, and Classical Essay Contest. Hochberg notes that Draim is unique in that he has developed such a strong passion and affinity for In addition, SSSAS Latin students continue to earn Classics at such an early age. Recently Draim was named top scores on several national assessments “He shares with everyone he meets his deep the MVP for novice division including the National Latin Exam, the Exploratory Latin Exam, the National Mythology Exam, the interest in classics and recognition of its value to certamen at the 2009 NJCL Medusa Mythology Exam, and the NJCL Creative our everyday lives,” Hochberg remarked. Convention in Davis, CA. Writing Contest Draim also chimed in after receiving his award. This year’s Petrino Award winner, Evan Draim, has taken advantage of every Latin enrichment opportunity at SSSAS and has excelled in every “For a young student, such as myself, the study of contest writes Hochberg, Draim’s recommender. Classics has provided an enriching outlook on the world that has thoroughly convinced me that ‘all roads DO lead to Rome.’ The Julia K. Petrino Award was established to honor middle school classical scholars who exemplify the dedication, discipline and love of I can no longer look at a word in a dictionary Classics exemplified by the young woman for without wondering its Latin root or look at a whom the award is named. classical painting or work without wondering what historical or mythological event is being depicted," Draim added. It was established by Julia K. Petrrino’s middle school Latin teacher, Lauri Dabbieri, as well as family and friends of Julia. “This obsession for all things classical never gets annoying though since there is always something new to learn. Rome lasted for 12 centuries (even longer if you count the Byzantines) and left enough Story continues on page 25 PRIMA Page 25 Wichita Collegiate School teacher, Fiegel, tapped as Chair of the National Mythology Exam Committee; assumes position on ETC Board As veteran and long-time National knowledge unachievable from any other Mythology chair, Diana Nixon, a teacher sources,” Nixon continued. at Wichita Collegiate School, steps down as Chair of the National Mythology Exam Nixon promises to continue to work with Committee (NME), she would like to give the NME Committee, but she is also her word of thanks to all of you who have happy to turn chairmanship over to supported the NME. Allison Fiegel.

“It has been a privilege to work with the Fiegel has worked with the NME wise women of the NME Committee, the Committee for six years, and has written wonderful reader/editors of the NME who all Native American subtest questions for keep us on our toes, Geri and Dawn and those years, as well as helping to write the other amazing ladies of the ACL the general mythology and theme Oxford office, the ETC Executive Board, questions each year. Diana Nixon (above) longtime and the ACL Council who have supported chair of the National Mythology our efforts,” Nixon effused. Nixon comments that Fiegel is an Exam (NME) committee, has amazingly talented, organized, and handed over the leadership reigns Nixon notes, however, that most of all it knowledgeable individual. to colleague Allison Fiegel. has been amazing to make contact with so many teachers, parents, and “She teaches literature to fifth graders at administrators who believe in the mission Wichita Collegiate School in Wichita, of this exam. KS. She mesmerizes her students with tales of the Greek myths and devises “All of you who have given the NME over creative activities for them to share their the years – to one child or to one research about these stories. She makes hundred children, have furthered that them love the connections they can make mission,” Nixon continued. – without their knowing they are learning!” Nixon noted. Nixon is passionate that the goal of the NME has been to create an exam which In addition, Fiegel also teaches Native helps students become excited about American and Norse myths. classical literature in translation. “Allison’s many talents will truly benefit all “We hope that it allows them to measure of you through the NME Chairmanship their knowledge and reap the benefits of and the position she has assumed on the Fiegel (above) has worked with the NME their careful study, and builds their ETC Executive Board,” Nixon concluded. Committee for six years, and has written all confidence and interest in the classical Native American subtest questions for those world. We hope that we are laying the years, as well as, helping to write the general Contact National Mythology Exam Chair, groundwork for many young people to mythology and theme questions each year. Allison Fiegel, at love these stories and gain depth of [email protected].

Petrino Winner, Draim, desires to learn even more about Classics ‘Nothing has influenced my life so far more than my interest in classics’

Continued from page 24 history and influence to surpass any one person’s mental capacity. Yet even learning a small chunk of the overall picture has given me a sumptuous taste of a great civilization and a desire to learn more,” Draim continued.

Draim concludes that this award will both encourage and aid him in his further pursuit of classical knowledge.

“The books full of definitions, timelines, and language charts will both enrich me and continue to guide me forward to new exploration in the classics. Of equal importance though, the thought of how much I have achieved so far gives me a renewed sense of how much it will be possible for me to achieve in the future,” he concluded.

Information provided by Ian Hochberg, St. Stephen's & St. Agnes School, Alexandria, VA. Page 26 PRIMA Choose Your Own Adventure “If you choose to indulge your anger and beat Melanthius for his insult, turn to page 79.” “If you choose to check your anger and swallow your pride, turn to page 53.” The Journey of Odysseus

“If you choose to listen to Athena and spare Agamemnon, turn to page 38.”

“If you choose to ignore Athena and kill Agamemnon, turn to page 29.” The Wrath of Achilles

Two recently released book titles from Bolchazy-Carducci Publishers, The Journey of Odysseus and The Wrath of Achilles, capitalize on the second-person, reader- controlled narrative style popularized in the 1980s by R. A. Montgomery in his Choose Your Own Adventure (CYOA) series.

Readers are invited to choose outcomes at crucial moments in the narrative, thereby controlling the direction of the story.

Reviewer Jessica Lahey, a teacher at Crossroads Academy in Lyme, NH, adored the Montgomery books when she was young, so she was eager to share these titles with her students to assess how this new Book reviewer, Jessica Lahey (above), enjoyed iteration of the CYOA genre would fare reading Choose-Your-Own-Adventure book among a new generation of middle school titles as a child. students.

The author, Ed DeHoratius, a high school Latin and Classics teacher in Wayland, MA, found inspiration for The Journey of Odysseus and The Wrath of Achilles from the original CYOA series and a CYOA-inspired student project piloted at his institution, Wayland High School.

DeHoratius and his students so enjoyed the project that he embarked upon what he hopes to be a continuing series called “Follow Your Fates,” which will cull themes on the Odyssey, the Iliad, the Aeneid, and other tales from Greek and Roman mythology and adapt them for the CYOA template.

Lahey did find that in order to offer narrative choices to the reader, DeHoratius strayed from the narrative of the primary texts. Lahey, admittedly, was worried.

“It seemed heretical to deviate from the plot of these classic stories, but I found that these deviations make for great teaching moments, and DeHoratius’ fictional options adhere to the spirit of the original tales,” Lahey stated.

From the moment Lahey removed the books from their shipping envelope, her eager students clamored to read them. Edward DeHoratius, author of The Wrath of Achilles, hopes to continue publishing Choose Crossroads Academy is a core knowledge curriculum school, and as such, Your Own Adventures that explore other classical mythology plays a prominent role in Lahey’s curriculum. classical literature and Greek mythology.

Story continues on page 22 PRIMA Page 27

DeHoratius’ books are given an enthusiastic thumbs-up by Lahey’s students; heartily recommended for readers ages 8-12

Lahey’s students learn about mythology Lahey noted that the two and classical civilizations from classically inspired books are kindergarten through eighth grade. recommended for ages 8 and up, but two of her students advised They read The Odyssey in fifth grade, The that they thought the books Iliad and The Aeneid in sixth, and revisit might be most appropriate for these stories through their study of Latin readers 8-12. and classical history, so these tales are familiar and much-loved territory. Lahey found the most telling example of the two books’ “These books provided a chance for the addictive pull in her own students to travel well-worn paths in an experience with her son. unfamiliar and exciting new format, and as a whole, they gave DeHoratius’ books “In the end, my most an enthusiastic thumbs-up,” Lahey enthusiastic reader was a fifth chimed. grader. My own fifth grader, actually,” Lahey admitted. When Lahey queried students for feedback on the books, she expected them Lahey relayed that he had been to balk at the fictional options offered up begging to read the books, so at each narrative intersection (“Mrs. finally she voluntarily handed Lahey! Achilles can’t stay home from them over to him one night after Troy!” “Mrs. Lahey! Odysseus can’t just dinner. live with Circe, he has to go home to Penelope!”),but they believed “At ten, my husband caught Odysseus, Achilles and their heroic brethren faced personal crossroads, moments where they had to DeHoratius’ well-crafted fictional him reading under the covers choose their destiny, and those choices were outcomes and eagerly read the stories over by the light of a camping inevitably based on the cultural and personal and over, exploring even the most headlamp,” Lahey continued. circumstances of the classical world. implausible outcomes. When Lahey later asked him at “Odysseus, Achilles and their heroic breakfast the next morning how he liked brethren faced personal crossroads, the books, he lifted his droopy, exhausted moments where they had to choose their eyes to meet hers, and said that they were destiny, and those choices were inevitably “addictive.” These books provided a based on the cultural and personal chance for the students to circumstances of the classical world,” High praise, indeed. travel well-worn paths in an Lahey noted. unfamiliar and exciting new Both titles can be purchased directly from Similarly, Lahey commented that readers the Bolchazy-Carducci website: http:// format, and as a whole, they must rely on their own cultural and www.bolchazy.com. gave DeHoratius’ books an personal assumptions in order to navigate enthusiastic thumbs-up. the choices presented by the books. Information provided by Jessica Lahey, Crossroads Academy, Lyme, NH. In doing so, students are invited to walk a proverbial mile in the sandals of Odysseus Contact Ms. Lahey at and Achilles, an invitation that Lahey’s [email protected] middle school students found hard to resist. Page 28 PRIMA

By the Numbers: 2009 National Mythology Gold Medallion Exam Awards

The National Mythology Exam (NME) is given annually in LIBERTY MIDDLE SCHOOL; Miller, Regina, sponsor; Owen, Judy, the spring and the gold medallion is given only for those sponsor, HALIFAX COUNTRY HIGH SCHOOL; Posey, Micheal, receiving perfect papers. sponsor, THE COLLEGIATE SCHOOL; Ryan, Cheryl, sponsor, LYLBURN DOWNING MS; Schearer, Susan, sponsor, Here is the 2009 list of gold medallion schools and their sponsors: CLASSICAL COTTAGE SCHOOL; Starr-Medcalf, Stephanie, sponsor, SCHOLA CAERDROI; Thornton, Peg, sponsor, CAPE MASSACHUSETTS HENRY COLLEGIATE SCHOOL; Williams, Adam, sponsor, FLINT Allen, Joanna G, sponsor; Ameen, Pamela, sponsor; Aubin HILL SCHOOL; Zach, Kellie, sponsor. Christina; Barletta, Mercedes, sponsor, BUCKINGHAM, BROWN & NICHOLS; Bauer, Tamara, sponsor, PIERCE MIDDLE SCHOOL; WEST VIRGINIA Carlen, Lisa, sponsor; Carlson, Susanne, THE BARTLETT SCHOOL; Chambers, Theresa, sponsor, ST. JOSEPH CENTRAL CATHOLIC; Carvalho, Marie, sponsor, BOSTON LATIN ACADEMY; Cohee, Peter, Nolan, Sue, sponsor, THE COUNTRY DAY SCHOOL. sponsor, SCHOLA LATINA BOSTONIENSIS; Demirjian, Karen, sponsor, MONTROSE SCHOOL; Dubois, James, sponsor, MARYLAND FRAMINGHAM HIGH SCHOOL; Geenty, Kristina, sponsor, Donohue, Carol, sponsor, WESTLAKE HIGH SCHOOL; Graham, WORCESTER ACADEMY; Gracia-Mata, Alexandra, sponsor, Beth, sponsor; Hutter, Michelle, sponsor; Keener, Alessa, sponsor; AUSTIN PREPARATORY; Granniss, Denise, sponsor, SALEM Mahoney, Patricia, sponsor; McCarthy, Elizabeth, sponsor; Winkler, ACADEMY CHARTER SCHOOL; Guharaj Selvi, sponsor; Hamer, Kurt, sponsor, THE COUNTRY SCHOOL. Rhonda, VOYAGERS HOMESCHOOL; Henderson, Nancy, sponsor, ACADEMEY AT CHARLEMONT; Keeley, Marjorie, sponsor, MT. NORTH CAROLINA GREYLOCK REGIONAL SCHOOLS; McDaniel, Julie, sponsor, Blonsky, Heather, sponsor, PRICE CREEK INDEPENDENT OTTOSON MIDDLE SCHOOL; McGill, Margaret, sponsor, SCHOOL; Cobb, Cynthia, sponsor, MAPLEWOOD ACADEMY; LYNNFIELD HIGH SCHOOL; Nelson, Anne, sponsor, ABBY KELLEY Cox, Kelly, sponsor, MENDENHALL MIDDLE SCHOOL; Dutton, FOSTER CHARTER SCHOOL; OʼBrien, Margaret, sponsor, Karen, sponsor; Genung, Danetta, sponsor, EAST FORSYTH HS; 2008-9 National Mythology VENERINI ACADEMY; OʼNeill,Elizabeth, sponsor, PROCTOR Green, Bettie, sponsor, COVENANT DAY SCHOOL; Lee, Starla, SCHOOL; Sinacola, Nancy, ADVANCED MATH & SCIENCE; Singer, sponsor, THE FRANKLIN ACADEMY; Millbank, Tony, sponsor, ST. Exam Awards Naomi, sponsor, JOHN WARD SCHOOL; Swain, Philip, ST. TIMOTHYʼS SCHOOL; Pietrus, Andrew, sponsor, OUR LADY OF BENEDICT ABBEY SCHOOL; Werner, Suzanne, sponsor. LOURDES SCHOOL; Steel, Daryl, sponsor, ST. DAVIDʼS SCHOOL; Wall, Amanda, sponsor, CANTERBURY SCHOOL. CONNECTICUT Students Registered: Devine, Ellen, sponsor, CHOATE ROSEMARY HALL; Leonard, GEORGIA Gerard, sponsor, THE COBB SCHOOL, MONTESSORI; McCarthy, Baum, Marie, sponsor; Bradshaw, Jody, sponsor; Carter, Donna, 11259 Kristin, sponsor, HUDSON COUNTRY MONTESSORI; Morgan, VERITAS CHRISTIAN ACADEMY; Coleman, Shirley, sponsor, Elisabeth, sponsor, Motes, Jim, sponsor, GUILFORD HIGH COLEMAN PREPARATORY; Evert, Molly, sponsor; Peay, Frank & SCHOOL; Tylawsky, Elizabeth, sponsor, THE NORWICH FREE Vianne, sponsors, PEAY CLASSICAL SCHOOL; Segala, Isabella, ACADEMY. sponsor, BELLA LUCA CHRISTIAN ACADEMY; Van Linden, # of Schools Participating: Stacia, sponsor; Ward, Bonnie, sponsor, GROVES HIGH NEW YORK SCHOOL. 340 Carlson, Sara, sponsor, THE MEADOWS SCHOOL; Kemtes, Kimberly, sponsor, THE MEADOWS SCHOOL; Alford, Beatrice, FLORIDA sponsor; Bird, Jan, sponsor, THE BUCKLEY SCHOOL; Brown, Benitez, Ivonne, sponsor, THE CHILDRENʼS HOUSE; Starr, sponsor; Cooke, Arthur, sponsor, WEBER MIDDLE Carlson Jones, Carol Sue, sponsor, TAMPA PREPARATORY; Ciao, # of Awards Given: SCHOOL; Dlugolecki, Myra, sponsor; Dodington, Peter, sponsor, Karen Vaughan, sponsor, ST. JOHN GREEK ORTHODOX; BRONX LATIN; Eldridge, Hindee, sponsor, HORACE MANN Dillinger, Phil, sponsor, BERKELEY PREPARTORY; Elliott, LOWER DIV; Georghiou, Christina, sponsor, ST. JOHNS GREEK; Clayton, sponsor, WESTMINSTER ACADEMY; Gallipeau, 4001 Hayes, Mallory Ann, sponsor; Honor, Lorie, sponsor, P.S. 16; Lane, Margaret, sponsor; Grau, Linda, sponsor, SHORECREST PREP Jeffrey, sponsor, BAY SHORE MIDDLE SCHOOL; Lehman, SCHOOL; Henriquez, Alyssa, sponsor, CANTERBURY SCHOOL Victoria, sponsor, GENEVA MIDDLE SCHOOL; Mahar, Marge, OF FLORIDA; Holt, Donald, sponsor, ST. JOHNʼS EPISCOPAL; ARCHBISHOP WALSH HIGH SCHOOL; Scoppa, Susan Jean, Kometas, Donna, sponsor; Reineke, Teresa, sponsor; Thomas, Gold Medallion Winners sponsor, IRONDEQUOIT HIGH SCHOOL; Sherry, Lee, sponsor, Aaron, sponsor, FLORIDA VIRTUAL SCHOOL; Williams, Heather, THE BUCKLEY SCHOOL; Spanos, Leonidas, sponsor, GREEK sponsor. (100%): SCHOOL OF THE ASSUMPTION; Tomasson, Kristjan, sponsor; Wilson, Scott, sponsor, COLUMBIA PREPARATORY; CANADA 586 Wines, Lara, sponsor, HARBOR HAVEN ACADEMY. Blankenship, John, sponsor, TEMPE SCHOOL; Fleming, Alice, sponsor, GLENAYRE; Mori, Catherine, sponsor, ST. GEORGEʼS PENNSYLVANIA SCHOOL; Craig, Oona, sponsor, BRANKSOME HALL. Brewster, John, sponsor, STRATH HAVEN HIGH SCHOOL; Silver Medallion Winners Cooperman, Sylvia, sponsor; DiGiulio, Thomas, sponsor, ARKANSAS CEDARBROOK MIDDLE SCHOOL; Eckrich, Sarah, sponsor, Doerner, Barbara, sponsor, HOLY ROSARY ACADEMY (94-99%): WELSH VALLEY MS; Frankel, Alexis, sponsor, GERMANTOWN Moore, Lee, AURORA BOREALIS CHARTER SCHOOL. ACADEMY; Harper, Jacqueline, sponsor, PA CYBER CHARTER 1760 SCHOOL; Hofstetter, Barry, sponsor, THE AMERICAN ACADEMY; ALABAMA Jorgensen, Heather, sponsor, HARRISBURG ACADEMY; Kennedy, Clair, sponsor; King, Jennie, sponsor, TUSCALOOSA Monteleone, Deborah, sponsor; Mooradian, Christine, sponsor; ACADEMY; Wu, Ming Li, sponsor. Myers, Charles, sponsor, HARRITON HIGH SCHOOL; Penderville, Bronze Medallion Winners Rosemary, sponsor, ST. LOUISE DE MARILLAC SCHOOL; ARIZONA Prendergast, Kim, sponsor; Reagle, Melissa, sponsor, Jennings, Will, sponsor, EPISCOPAL COLLEGIATE. (86-93%): AVONWORTH HIGH SCHOOL; Roberts, Margaret, sponsor, FRIENDSʼ CENTRAL SCHOOL; Rockey, Elizabeth, sponsor, PHIL- CALIFORNIA 1655 MONT CHRISTIAN ACADEMY; Sanford, Andrea, sponsor; Alimento, Marisa, sponsor, CROSSROADS MIDDLE SCHOOL; Sargeant, Carol, sponsor, ARCH ACADEMY; Shannon, Stephanie, Bui, Lisa, sponsor, EXCELSIOR ACADEMY; Clay, Tyler, sponsor, sponsor; Suzadail, Karin, sponsor, OWEN J ROBERTS HS. MILAN ACADEMY; Dever, Vincent, sponsor, MARY STAR OF THE SEA HS; Ditmars, Betsy, sponsor, BENTLEY MIDDLE SCHOOL; 39.2% of all participants DELAWARE Keller, Tom, sponsor, SAN FRANCISCO DAY SCHOOL; Kennedy, Gallagher, Barb, sponsor, TOWIE INSTITUTE. Daniel, sponsor, LE LYCIE FRANCAIS DE LOS ANGELES; Klopacz, John, sponsor, CASTILLEJA SCHOOL; Lew, Laura, VIRGINIA sponsor, YORKSHIRE SCHOOL; Lutz, Leah, sponsor, Beatty, Sara, sponsor; Burleson, Kelly, sponsor, MANCHESTER COVENANT FAMILY TUTORIAL; MacKinnon, Mary, sponsor, ST. MIDDLE SCHOOL; DeVilliers, Eric, sponsor, ST. FRANCIS OF BONAVENTURE CATHOLIC SCHOOL; Masoni, Lisa, sponsor, ASSISI SCHOOL; Evans, Sandra, sponsor, FOREST EDGE HARKER MIDDLE SCHOOL; Minnicks, Susan, sponsor, ELEMENTARY; Forshey, Jeremiah, sponsor, REDEEMER MUIRLANDS MIDDLE SCHOOL; Myers, Jacquelyn, sponsor; CLASSICAL SCHOOL; Griffin, Welby, sponsor, WAKEFIELD Oden, Maggie, sponsor, LA JOLLA COUNTRY DAY SCHOOL; COUNTRY DAY SCHOOL; Hochberg, Ian, sponsor, ST. Otto, Ramona, sponsor, THE MIRMAN SCHOOL; Palmer, Abigail, STEPHENS & ST. AGNES SCHOOL; Wilkes, Jim & Arbie, Kelly, sponsor, ST. HELENA MONTESSORI; Patrice, Sr Sean, sponsor, sponsors, PRINCESS ANNE HS; Keith, Marie, sponsor; ST. VINCENT SCHOOL; Pitzer, Mary, sponsor; Rodriguez, WESTMINSTER SCHOOL; Kim, Sarah, sponsor, WARHILL HIGH Michele, sponsor, KENT MIDDLE SCHOOL; Shannon, Meg, SCHOOL; Lile, Christen, sponsor, HIGHLAND SCHOOL; Lukes, sponsor, RIVERSIDE GARDEN ES; Smith, Jaime, sponsor; Alana, sponsor, PAUL VI CATHOLIC HS; McGraw, Daniel, sponsor, Stocker, Christy, sponsor, NICASIO SCHOOL; Talboy, Thomas, PRIMA Page 29

National Parade of NME Gold Medallion Award Winners featured sponsor, TOWN SCHOOL FOR BOYS; Yamauchi, Teresa, sponsor, Chawner, Robyn, sponsor; Davidson, Jillian, THE FRISCH LOYOLA HIGH SCHOOL. SCHOOL; De Rosa, Vincent, sponsor, CLASSICAL ACADEMY; Goechman, Gigi, sponsor; Illuzzi, Lisa, sponsor; Katz, Jane, ST. COLORADO ROSE OF LIMA; Mandelker, Amy, sponsor; Mathieson, Patricia, Baumgarten, Samantha, sponsor, KENT DENVER SCHOOL; sponsor, JAMES CALDWELL HS; Mock, Susan, sponsor; Eugene, Fowler, John, sponsor, DENISON MONTESSORI; Murphey, Kathy, A Tighe, sponsor; Nasta, Mary, sponsor; Waltman, Naomi, sponsor; sponsor; Tracy, Kris, sponsor, RICKS CENTER. Whitcraft, Erin, sponsor, THE HUDSON SCHOOL.

WASHINGTON, DC NEVADA Warman, John, sponsor, GONZAGA COLLEGE HS. Carlson, Sara, sponsor, THE MEADOWS SCHOOL; Kemtes, Kimberly, sponsor, THE MEADOWS SCHOOL. HAWAII Power, Sharan, sponsor, PUNAHOU SCHOOL. OHIO Arntsen, Sharon, sponsor, BETHANY SCHOOL; Brown, Aimee, IDAHO sponsor; Buisson, Carolyn, sponsor; Crowe, Elizabeth, sponsor, Hunsaker, Susan, sponsor; Mugleston, Lyn, sponsor, COEUR HAWKEN SCHOOL; Darus, Judith, sponsor, ST. BARNABAS DʼALENE CHARTER ACADEMY. SCHOOL; Elmore, Sarah, sponsor, LAKOTA WEST HIGH SCHOOL; Hahn, Christine, sponsor; Kearney, Shirley, sponsor, ILLINOIS GRAND VALLEY MIDDLE; Kunath, Arthur, sponsor, ST. EDMUND Barker, Karen, sponsor, HIGHLAND CHRISTIAN ACADEMY; CAMPION ACADEMY; Dean, Larry & Ashcraft, Kim, sponsors, THE Benson, Catherine, sponsor, INDIVIDUALIZED LEARNING SUMMIT COUNTRY DAY SCHOOL; Petre, Molly Murray, sponsor, ACADEMY; Boutilier, Joanna, sponsor; Campbell, Kelly, sponsor, CINCINNATI COUNTRY DAY SCHOOL; Tully, Kathleen, sponsor; JANE ADDAMS ELEMENTARY; Cohen, Nava, sponsor, DECATUR Valentine, Sheryl, sponsor, ST. MARY SCHOOL. CLASSICAL; Condrad, Christopher, sponsor, BARRINGTON HIGH SCHOOL; Denne, Julia, sponsor; Ellis, Leanne, sponsor, OKLAHOMA 2008-9 Exploratory Latin RUTLEDGE HALL; Gans, Katryn, sponsor; Grygo, Mollie, sponsor, Carr-Lonian, Jacquelyn, sponsor, HOLLAND HALL SCHOOL. WEST OAK MIDDLE SCHOOL; Henricks, Brandy, sponsor, Exam Awards BARRINGTON MS-STATION & BARRINGTON MS-PRARIE; OREGON Hilliard, Jennifer, sponsor, JOSEPH SEARS SCHOOL; Koncilja, Zeller, Karen, sponsor, HOMESOURCE. Colleen, sponsor; Kuehner, Karolyn, sponsor, LʼECOLE A LA MAISON; Lindstrom, Anna, sponsor, RIVER BIRCH ACADEMY; RHODE ISLAND Exams Ordered: Masello, Mary Joan, sponsor, BAKER DEMONSTRATION Lepore, Lisa, sponsor, ST. MARYʼS SCHOOL. SCHOOL; McDonald, Robyn, sponsor, HALSTORM; Mulberry, 1559 Alice, sponsor, WILLIAM H RAY ELEMENTARY; Navik, Marie, SOUTH CAROLINA sponsor, BEAUBIEN SCHOOL; Strauss, Dawn, sponsor, Blackburn, Jason, sponsor, HAMMOND SCHOOL; Camp, Roberta, KENWOOD ACADEMY; Toni, Yolanda, sponsor, FAIRVIEW SD sponsor, SPARTANBURG DAY SCHOOL; Cheatham, Cheryl, #72; Willis, Beth, sponsor, CARL SANDBURG MIDDLE SCHOOL. sponsor, DENT MIDDLE SCHOOL; Hodis, Nicoleta, sponsor, # of Schools Participating: HAND MIDDLE SCHOOL; Miller, Suzanne, sponsor, LʼECOLE INDIANA CHEZ MOI; Pobis, Holly, sponsor, CARDINAL NEWMAN 90 Lombardi, Dominic, sponsor, OUR LADY OF MT. CARMEL; Myers- SCHOOL; Rashid, Katy, sponsor; Vero, Josiane, sponsor, Bergman, Jody, sponsor, WARREN CENTRAL HIGH SCHOOL; TRINITY COLLEGIATE SCHOOL. Pentecost, Gislind, sponsor, INDIANA ACADEMY FOR SMH; Thomas, Judy, sponsor, NEW ALBANY HIGH SCHOOL; Walker, TENNESSEE # of Awards Given: Jeremy, sponsor, CROWN POINT HS. Anderson, Tonia, sponsor; Drown, Seth, sponsor, AUGUSTINE SCHOOL; Knox, Joan, sponsor, ST. BERNARD ACADEMY; Lyon, 558 KANSAS Terri, sponsor; Spaulding, Sam, sponsor, WHITE STATION Cardwell, Mary, sponsor, CHRIST LUTHERAN; Martin, Brett, MIDDLE SCHOOL; Tharp, Evelyn, sponsor; SIGNAL MOUNTAIL sponsor, CAIR PARAVEL LATIN SCHOOL INC; Nixon, Diana, MS/HS. sponsor, WICHITA COLLEGIATE SCHOOL; Watanabe, Nancy, Perfect Score Medallion: sponsor, INDIAN WOODS MIDDLE SCHOOL. TEXAS Ash, Rachel, sponsor, PARAGON PREPARATORY MS; Cabello, 12 KENTUCKY Cindy, sponsor, ST. LUKES EPISCOPAL SCHOOL; Cannon, Masterson, Robbie, sponsor, ST. JAMES ACADEMY. Natalie, sponsor, ST. GABRIELS CATHOLIC; Christensen, Angela, sponsor, REGENTS SCHOOL OF AUSTIN; Fertitta, Jan, sponsor, LOUISIANA ANNUNCIATION ORTHODOX SCHOOL; Gerych, Dortha, sponsor; Summa Cum Laude Landry, Alexis, sponsor, EPISCOPAL SCHOOL; Spano, Anthony, Harvey, Linda, sponsor, ST. GREGORY ELEMENTARY; John, sponsor, IMMACULATE CONCEPTION. Victoria, sponsor, LAKEHILL PREPARATORY SCHOOL; Luongo, Jennifer, sponsor, ST. ANDREWʼS; Morrison, Vicky, sponsor, Winners: MICHIGAN COLLINS MIDDLE SCHOOL; Nicoll, Raoul, sponsor, ST. MARYʼS Boll, Kelly, sponsor, UNIVERSITY LIGGETT SCHOOL; Cook, Sue, HALL; Porter, Julie, sponsor; Reesing, Debi, sponsor, LAKE 202 sponsor, ST. ANDREWS SCHOOL; Hawkins, Lynn, sponsor; TRAVIS MIDDLE SCHOOL; Richardson, Michelle, sponsor; Vinarcik, Michael, sponsor, ATHANASINA KIRCHER ACADEMY; Rucker, Polly, sponsor, ST. THOMAS MORE SCHOOL; Salmon, Whitfield, Sr Stacy, sponsor, HURON VALLEY CATHOLIC Deirdre, sponsor, PROVIDENCE CLASSICAL ACADEMY; SCHOOL. Schriber, Julie, sponsor; Sea, Kathy, sponsor, TRINITY Magna Cum Laude Winners: CHRISTIAN SCHOOLS; Stehle, Andrea, sponsor, JOHN PAUL WASHINGTON, DC STEVENS HS; Stern, Julia, sponsor, ARAPAHO CLASSICAL 167 Warman, John, sponsor, GONZAGA COLLEGE HS. MAGNET, Windham,Terra, sponsor, CARROLL HIGH SCHOOL.

MINNESOTA VERMONT Cleary, Kathleen, sponsor; BRIMHALL; Schultz, Leslie, sponsor. Zehender, Kathleen, sponsor; Conner, Margaret, sponsor; 39% of all participants Wilson, Cynthia, sponsor, WHITCOMB JR/SR HS. MISSOURI received awards Brooks, Barbara, sponsor, TRUMAN ELEMENTARY-PEGS; Crank, WASHINGTON Kim, sponsor, SPERRENG MIDDLE SCHOOL; Gould, Iva, Gatton, Ellen, sponsor, ETON SCHOOL; Saylor, Mary, sponsor; sponsor; Gray, Charla, sponsor, THE WILSON SCHOOL; Martin, Townliand, Michele, sponsor, WHISPERING RIDGE ACADEMY; Kimberly, sponsor, SPERRENG MIDDLE SCHOOL; Ocros-Ritter, Winterstein, Richard, sponsor, MT. RANIER LUTHERAN HIGH. Joana, sponsor, THE WILSON SCHOOL; Roth, Laura, sponsor. WISCONSIN MISSISSIPPI Aerts, Susan, sponsor, MOUNT CARMEL ACADEMY; Chen, Steel, Anne, sponsor, OXFORD MIDDLE SCHOOL. Sondra, sponsor, CLASSICAL SCHOOL; Flynn, Erin, sponsor, LINCOLN-WAY CENTRAL; Gordon, Nancy, sponsor, GMCHE NEW HAMPSHIRE HOMESCHOOL ASSOC; Penzkover, Angela, sponsor; Urbanski, Ciani, Michelle, sponsor; Connelly, Jennifer, sponsor, DOVER David, sponsor, BROOKFIELD ACADEMY; Varney, Gary, sponsor, HIGH SCHOOL; Vaillancourt, Kathleen, sponsor, WOODSVILLE THE ACADEMY. HIGH SCHOOL; Zoller, Susan, sponsor, SPAULDING HIGH SCHOOL. WEST VIRGINIA Chambers, Theresa, sponsor, ST. JOSEPH CENTRAL CATHOLIC; NEW JERSEY Nolan, Sue, sponsor, THE COUNTRY DAY SCHOOL. Page 30 PRIMA

National Mythology Exam Committee announces updates on new developments, relays preparation for 2011 international assessment

The National Mythology Exam (NME) The website, http://www.etclassics.org is a Committee gathered once again this past wonderful resource for teachers and can be June to review the 2009 exam, perfect the used to answer many frequently asked 2010 exam and begin preparations on the questions regarding the NME. 2011 exam. Teachers will find important and valuable The 2009 theme for the NME was Jason and information concerning: the Argonauts. The registrants for the 2009 National Mythology Exam included an •Sample questions from the NME astonishing 11,259 students from 340 •More complete information on schools from throughout the US and the exam results world. •Order forms for exams and teaching packets Gold, silver and bronze medals were •Information about the prestigious awarded to 39.2% of all participants. Petrino Award •Registration deadlines (January 15, Of the grades participating, the highest 2010) number of awards given was in the sixth •Exam administration dates grade with a total of 1,059. (February 22 – March 5, 2010) •Please visit this website and The NME Committee has some exciting experience all it has to offer. Please news! note that exam results and awards are always mailed in May. Hercules is the theme for this year’s NME assessment. The committee would like to show their appreciation to teachers who have shown The theme for the 2010 is Hercules. outstanding support of the NME. The NME committee encourages all our In doing so, the NME committee will present fellow classicists, young and old, new or a one-time offer to teachers who ordered seasoned, to experience the NME with their over 150 National Mythology Exams in 2009. students.

These teachers will receive a voucher for To all teachers already administering the Gold, silver and bronze one free Teaching Packet of their choice, CD NME, committee members say,” Thank you!” medals were awarded to version only. 39.2% of NME participants. The NME committee would like to extend a Of the grades participating, This voucher must be used in conjunction welcoming invitation to all teachers new to with orders of the 2010 NME and will be sent the National Mythology Exam. They are the highest number of to all qualifying teachers in early fall, along hoping this experience proves to be fun and awards given was in the with the bibliography for the 2010 NME. exciting for your students. sixth grade with a total of As a reminder to all teachers planning on The mission of the NME has always been to 1,057. administering the 2010 NME, the encourage the teaching of mythology and bibliography page/information can be instill enthusiasm for the classics in today’s attained in the following ways: modern child.

•Print from the website: http:// As always, the NME committee appreciate etclassics.org questions and suggestions. •Receive with an order of the 2010 NME •Receive with the purchase of a Contact National Mythology Exam Chair, Teaching Packet Allison Fiegel, at •Contact the American Classical [email protected]. League’s office at 513-529-7741 PRIMA Page 31 ACL Summer participants chime in on ‘Why they teach Latin?’

Excellence Through Classics (ETC) prompted attendees at the 2009 American Classical League’s Annual Summer Institute to answer the question above. Here are some responses: "I have loved Latin since the first day of Latin I in 9th grade ... I love kids" –Beth Yarnall

"It makes you think. "I love Latin and I love You get better the kids, but more I'm still learning after 23+ students. Latin is fun!" –Donna White years of teaching..." –Linda Kordas "Latin was my "I ... share my love of first love. the ancient world with Almost 50 years students!" after Latin I am –Sara Hull still teaching & loving it" "Because every year is –Susan McDonald like a resurrecton!" –Suzanne Belles

"I get to do what I love and get paid (ha!) for it." –Keely Lake

"Because Latin is the heart of all things wonderful!" –Debra Baker-Schneider "Because I love Latin so much, and want to share that love with others!" –Meredith Jackson 2010 National Mythology Exam 2009-2010 Exploratory Latin Exam Designed for Grades 3-9! Recommended for Grades 3-6!

FORMAT Multiple-choice, machine-scored exam FORMAT Multiple-choice, machine-scored exam DATES Administer exam between DATES Administer exam at any point between February 22, 2010 - March 5, 2010 October 1, 2009 - April 1, 2010

REQUIREMENTS Teachers must return completed exams within one week after each administration. Results from all exams, regardless of Grades 3-4 MUST take basic 30-item exam on Greek administration date, will be sent in May 2010. and Roman mythology and MAY choose to take any other sections REQUIREMENTS Grade 5 MUST take basic 30-item exam Up to Grade 4 MUST take basic 30-item exam on PLUS 10 questions on the theme general topics as outlined in the syllabus* (Heracles) and MAY choose to take

any other sections Grades 5 MUST take basic 30-item exam and above on general topics as outlined in the Grades 6-9 MUST take basic 30-item exam syllabus* PLUS 10 additional questions PLUS 10 questions on the theme from the syllabus PLUS 10 questions (Heracles) and at least based upon the theme Daily Life in ONE 10-item literary sub-test Ancient Rome of their choice - the Iliad, the Odyssey, the Aeneid, African, Native American, AWARDS Medallions for perfect scores, Certificates, or Norse myths ! Participation Ribbons Grades 10-12 may take the exam. Students must take basic 30-item exam; PLUS 10 questions on the theme (Heracles) and MUST take at least ONE 10-item CLASSICAL literary subtest of their choice - the Iliad, the Odyssey, or the Aeneid. FEES $3.00 per student in the U.S. They may also take additional subtests of their choice. $4.00 per student outside the U.S. $15.00 Registration, shipping & handling AWARDS Gold, Silver, Bronze Medallions REGISTRATION Use order form on this flyer. FEES $3.00 per student in the U.S. Deadline is MARCH 1, 2010 $4.00 per student outside the U.S. ! $15.00 Registration, shipping & handling This exam is not designed for students qualified to take the National Latin Exam. REGISTRATION Use order form on this flyer. Deadline is JANUARY 15, 2010 *Syllabus will be sent upon receipt Bibliography for study purposes of registration, and exams will arrive will be sent upon receipt of registration. approximately five business days prior to your first administration date. Please visit www.etclassics.org for more information and the 2010 National Myth Exam bibliography. The National Association of Secondary School Principals has placed this program on the Please visit www.etclassics.org for more information NASSP National Advisory List of Contests and Activities for 2009-2010. including a syllabus and sample questions. The Duke University Talent Identification Program (Duke TIP) recommends the NME.

Please send this ORDER FORM and your payment information or check made payable to The American Classical League to: ETC - The American Classical League, Miami University, 422 Wells Mill Drive, Oxford, OH 45056 JOIN the ACL TODAY and SAVE. Joining the ACL entitles one to all member benefits including the member discount on purchases. (Membership is optional) Annual Membership in The American Classical League $45.00 $______I. OLYMPIAN GODS TEACHING PACKET III. EXPLORATORY LATIN REVIEW ACTIVITY PACKET Helps prepare students for basic 30 item section of ALL National Mythology Exams Helps prepare students for basic 40 item section of the Exploratory Latin Exam Print Version E15 Printed Activity Book with Graphics CD ACL Members $15 each - Non-Members $20 each $______ACL Members $22.00 each - Non-Members $28.50 each $______CD Version E15CD Activity Book & Graphics on CD ACL Members $8 each - Non-Members $10 each $______ACL Members $10.00 each - Non-Members $12.00 each $______

II. THEMATIC TEACHING PACKETS E16 Songbook & CD of Songs (Companion to E15/E15CD) All thematic packets also include sections on the Iliad, ACL Members $18.00 each - Non-Members $22.50 each $______the Odyssey, the Aeneid, Native American and African myths. Packets REVISED in 2006-2009 include section on Norse Myths IV. THEMATIC TEACHING PACKETS Daily Life in Ancient Rome Heracles REVISED in 2009 Helps prepare students for the 2010 National Mythology Exam Helps prepare students for the 2009-2010 Exploratory Latin Exam Print Version ACL Members $10.00 each - Non-Members $12.00 each $______ACL Members $15 each - Non-Members $20 each $______Notable Women of Ancient Rome CD Version ACL Members $10.00 each - Non-Members $12.00 each $______ACL Members $8 each - Non-Members $10 each $______Notable Men of Ancient Rome Underworld Print Version Only ACL Members $15 each - Non-Members $20 each $______ACL Members $5.00 each - Non-Members $7.00 each $______Ancient Beginnings Print Version Only Entertainment in the Ancient World ACL Members $15 each - Non Members $20 each $______ACL Members $10.00 each - Non-Members $12.00 each $______Perseus and Mythological Monsters Ancient Geography REVISED in 2005- Includes updated, classroom ready materials ACL Members $10.00 each - Non-Members $12.00 each $______Print Version ACL Members $15 each - Non-Members $20 each $______DONATION to Excellence Through Classics $______CD Version SUB-TOTAL FOR PACKETS $______ACL Members $8 each - Non-Members $10 each $______If ordering PACKET SHIPPING AND HANDLING any packets $ 9.00 Transformations SUB-TOTAL FOR EXAMS Total from reverse side for NME and ELE $______REVISED in 2006- Includes updated, classroom ready materials Print Version TOTAL ENCLOSED $______ACL Members $15 each - Non-Members $20 each $______I enclose a check made payable to The American Classical League CD Version Please charge my MasterCard or VISA (Circle one) ACL Members $8 each - Non-Members $10 each $______Card No. ______EXP. ______Theseus REVISED in 2007- Includes updated, classroom ready materials Name ______Print Version ACL Members $15 each - Non-Members $20 each $______School ______CD Version ACL Members $8 each - Non-Members $10 each $______Address ______Jason and the Argonauts REVISED in 2008- Includes updated, classroom ready materials City ______State _____ Zip Code ______Print Version ACL Members $15 each - Non-Members $20 each $______E-mail ______CD Version ACL Members $8 each - Non-Members $10 each $______Phone ______2010 National Mythology Exam 2009-2010 Exploratory Latin Exam Designed for Grades 3-9! Recommended for Grades 3-6!

FORMAT Multiple-choice, machine-scored exam FORMAT Multiple-choice, machine-scored exam DATES Administer exam between DATES Administer exam at any point between February 22, 2010 - March 5, 2010 October 1, 2009 - April 1, 2010

REQUIREMENTS Teachers must return completed exams within one week after each administration. Results from all exams, regardless of Grades 3-4 MUST take basic 30-item exam on Greek administration date, will be sent in May 2010. and Roman mythology and MAY choose to take any other sections REQUIREMENTS Grade 5 MUST take basic 30-item exam Up to Grade 4 MUST take basic 30-item exam on PLUS 10 questions on the theme general topics as outlined in the syllabus* (Heracles) and MAY choose to take

any other sections Grades 5 MUST take basic 30-item exam and above on general topics as outlined in the Grades 6-9 MUST take basic 30-item exam syllabus* PLUS 10 additional questions PLUS 10 questions on the theme from the syllabus PLUS 10 questions (Heracles) and at least based upon the theme Daily Life in ONE 10-item literary sub-test Ancient Rome of their choice - the Iliad, the Odyssey, the Aeneid, African, Native American, AWARDS Medallions for perfect scores, Certificates, or Norse myths ! Participation Ribbons Grades 10-12 may take the exam. Students must take basic 30-item exam; PLUS 10 questions on the theme (Heracles) and MUST take at least ONE 10-item CLASSICAL literary subtest of their choice - the Iliad, the Odyssey, or the Aeneid. FEES $3.00 per student in the U.S. They may also take additional subtests of their choice. $4.00 per student outside the U.S. $15.00 Registration, shipping & handling AWARDS Gold, Silver, Bronze Medallions REGISTRATION Use order form on this flyer. FEES $3.00 per student in the U.S. Deadline is MARCH 1, 2010 $4.00 per student outside the U.S. ! $15.00 Registration, shipping & handling This exam is not designed for students qualified to take the National Latin Exam. REGISTRATION Use order form on this flyer. Deadline is JANUARY 15, 2010 *Syllabus will be sent upon receipt Bibliography for study purposes of registration, and exams will arrive will be sent upon receipt of registration. approximately five business days prior to your first administration date. Please visit www.etclassics.org for more information and the 2010 National Myth Exam bibliography. The National Association of Secondary School Principals has placed this program on the Please visit www.etclassics.org for more information NASSP National Advisory List of Contests and Activities for 2009-2010. including a syllabus and sample questions. The Duke University Talent Identification Program (Duke TIP) recommends the NME.

Please send this ORDER FORM and your payment information or check made payable to The American Classical League to: ETC - The American Classical League, Miami University, 422 Wells Mill Drive, Oxford, OH 45056 JOIN the ACL TODAY and SAVE. Joining the ACL entitles one to all member benefits including the member discount on purchases. (Membership is optional) Annual Membership in The American Classical League $45.00 $______I. OLYMPIAN GODS TEACHING PACKET III. EXPLORATORY LATIN REVIEW ACTIVITY PACKET Helps prepare students for basic 30 item section of ALL National Mythology Exams Helps prepare students for basic 40 item section of the Exploratory Latin Exam Print Version E15 Printed Activity Book with Graphics CD ACL Members $15 each - Non-Members $20 each $______ACL Members $22.00 each - Non-Members $28.50 each $______CD Version E15CD Activity Book & Graphics on CD ACL Members $8 each - Non-Members $10 each $______ACL Members $10.00 each - Non-Members $12.00 each $______

II. THEMATIC TEACHING PACKETS E16 Songbook & CD of Songs (Companion to E15/E15CD) All thematic packets also include sections on the Iliad, ACL Members $18.00 each - Non-Members $22.50 each $______the Odyssey, the Aeneid, Native American and African myths. Packets REVISED in 2006-2009 include section on Norse Myths IV. THEMATIC TEACHING PACKETS Daily Life in Ancient Rome Heracles REVISED in 2009 Helps prepare students for the 2010 National Mythology Exam Helps prepare students for the 2009-2010 Exploratory Latin Exam Print Version ACL Members $10.00 each - Non-Members $12.00 each $______ACL Members $15 each - Non-Members $20 each $______Notable Women of Ancient Rome CD Version ACL Members $10.00 each - Non-Members $12.00 each $______ACL Members $8 each - Non-Members $10 each $______Notable Men of Ancient Rome Underworld Print Version Only ACL Members $15 each - Non-Members $20 each $______ACL Members $5.00 each - Non-Members $7.00 each $______Ancient Beginnings Print Version Only Entertainment in the Ancient World ACL Members $15 each - Non Members $20 each $______ACL Members $10.00 each - Non-Members $12.00 each $______Perseus and Mythological Monsters Ancient Geography REVISED in 2005- Includes updated, classroom ready materials ACL Members $10.00 each - Non-Members $12.00 each $______Print Version ACL Members $15 each - Non-Members $20 each $______DONATION to Excellence Through Classics $______CD Version SUB-TOTAL FOR PACKETS $______ACL Members $8 each - Non-Members $10 each $______If ordering PACKET SHIPPING AND HANDLING any packets $ 9.00 Transformations SUB-TOTAL FOR EXAMS Total from reverse side for NME and ELE $______REVISED in 2006- Includes updated, classroom ready materials Print Version TOTAL ENCLOSED $______ACL Members $15 each - Non-Members $20 each $______I enclose a check made payable to TheAmerican Classical League CD Version Please charge my MasterCard or VISA (Circle one) ACL Members $8 each - Non-Members $10 each $______Card No. ______EXP. ______Theseus REVISED in 2007- Includes updated, classroom ready materials Name ______Print Version ACL Members $15 each - Non-Members $20 each $______School ______CD Version ACL Members $8 each - Non-Members $10 each $______Address ______Jason and the Argonauts REVISED in 2008- Includes updated, classroom ready materials City ______State _____ Zip Code ______Print Version ACL Members $15 each - Non-Members $20 each $______E-mail ______CD Version ACL Members $8 each - Non-Members $10 each $______Phone ______

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Oxford, OH 45056 OH Oxford, of K-9 Classical Studies. Classical K-9 of - - Miami University Miami FAX: (513) 529-7742 (513) FAX: www.etclassics.org [email protected] www.aclclassics.org PRIMA Newsletter PRIMA PHONE: (513) 529-7741 (513) PHONE: Grant Opportunities Grant The ETC promotes an A standing committee of Exploratory Latin Exam Latin Exploratory The American Classical League Classical American The National Mythology Exam Mythology National CLASSICS Excellence Through Excellence Classics Teaching Packets Classics Teaching for Elementary/Middle Levels

approach to learning through: PRIMA - interdisciplinary, multi-cultural interdisciplinary, The American Classical League Classical American The

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Join the ETC YAHOODISCUSSION GROUP at http://groups.yahoo.com/group/etclassics at GROUP YAHOODISCUSSION ETC the Join

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2009-2010 EXPLORATORY LATIN EXAM

www.aclclassics.org 15.00 $ handling & shipping Registration,

Outside Outside U.S. remit $4.00 Inside U.S. remit $3.00 per student $______Inside U.S. remit $3.00 per student

PERMIT NO. 35 NO. PERMIT Registration,

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Oxford, OH 45056 OH Oxford, 2010 NATIONAL MYTHOLOGY EXAM

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EXAM TOTAL EXAM

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CARRY COMBINED TOTAL TO ORDER FORM ON REVERSE SIDE. CARRY COMBINED TOTAL TO ORDER FORM ON REVERSE SIDE.

IF NECESSARY, IF PLEASE TO ADD TOTAL NME ABOVE AND NECESSARY, IF PLEASE TO ADD TOTAL ELE BELOW AND Excellence Through Classics Through Excellence NON-PROFIT ORG. NON-PROFIT

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) Month Day Day Month Year Executive Committee Editor PRIMA Chair, Micheal Posey [email protected] Programs Vice-Chair: Ash Rachel [email protected] Relations Public Chair: Past Immediate Zee Ann Poerio [email protected] Secretary Vivian Klein [email protected] National Mythology Exam Committee Chair Allison Fiegel Chair Committee Exam Latin Exploratory Shaw Courtney [email protected] Editor Packet Activity Exam Tracy Kris Secretary Administrative Dutra Geri [email protected] [email protected] [email protected] !#,).34)454%

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PEACE & WAR Tu regere imperio populos, Romane, memento (Hae tibi erunt artes.) pacique imponere morem, parcere subiectis et debellare superbos. (Vergil VI, 851-3) “You Roman, remember to rule various peoples (These will be your skills.), to put in place the custom of peace, to spare the vanquished, and to crush the haughty.”

CALL FOR PRE-INSTITUTE WORKSHOPS – June 25 & 26, 2010 Submit proposals for either 3 or 6 hour workshops.

••••Deadline to submit–December 14, 2009•••• ONLINE SUBMISSION: http://www.aclclassics.org/Pre-Institute*

CALL FOR INSTITUTE PAPERS AND WORKSHOPS – June 26, 27 & 28, 2010 Papers and Workshops are invited from teachers at all levels, from Elementary School through College and University. Papers are normally 20 minutes in length, workshops 60-90 minutes. Consideration will be given to longer proposals, especially panels of papers or workshops focusing on one topic. Topics from all areas of interest are invited. Topics of special interest are listed below.

* Peace & War in Vergil and other Authors * Caesar: The “New” AP Author * Teaching Students to Read/Translate Latin * Classical Tradition in America * Technology in the Latin Classroom

••••Deadline to submit–January 18, 2010•••• ONLINE SUBMISSION: http://www.aclclassics.org/Institute*

Poster Contest: This year’s poster exhibit will be based on the following: Forsan et haec olim meminisse iuvabit. (Vergil I, 203) “Perhaps someday it will help to remember even these matters.” Watch for rules in later announcements.

PROGRAM INFORMATION OTHER INFORMATION William J. Mayer, ACL Vice President Geri Dutra, American Classical League Department of Classical and Oriental Studies Miami University, 422 Wells Mill Drive Hunter College (CUNY) Oxford, OH 45056 New York, NY 10065 513-529-7741, Fax 513-529-7742 845-831-6012, email: [email protected] email: [email protected]

*The ACL Program Committee will evaluate all Pre-Institute and Institute Proposals. PRIMA Fall 2009 Volume XIV, Issue I

Interested candidates are ETC Executive Committee ETC solicits encouraged to send a brief letter of intent via e-mail to ETC nominations for secretary, Vivian Klein: Micheal Posey Zee Ann Poerio two committee [email protected]. Chair, PRIMA editor Immediate Past Chair [email protected] [email protected] positions Position descriptions are:

Rachel Ash Vivian Klein Excellence Through Classics Vice-Chair Vice-Chair Secretary (ETC), a standing committee of •Organize an ETC program for [email protected] [email protected] the American Classical League the annual ACL Institute. (ACL), is currently soliciting Allison Fiegal Courtney Shaw nominations for two executive •Serve as the non-voting member Myth Exam Chair ELE Chair board committee positions: of the ACL Finance Committee. [email protected] [email protected] vice-chair and secretary. Secretary Kris Tracy Geri Dutra Elections will take place at the •Take minutes of Executive Activity Packet Editor Administrative Secretary Committee meetings and the [email protected] [email protected] ETC forum during the 63rd Annual ACL Summer Institute at annual ETC meeting held at the Wake Forest University, annual summer ACL Institute. Winston-Salem, NC. PHONE: 513.529.7741 •Distribute the above minutes to all members of the Executive Those needing more information FAX: 513.529.7742 Committee within two weeks of regarding the positions above the meeting. WEB: www.etclassics.org and their responsibilities may contact ETC chair, Micheal •Handle e-mail and postal Posey: [email protected]. correspondence as appropriate.

NON-PROFIT ORG. The American Classical League U.S. POSTAGE Excellence Through Classics PAID for Elementary and Middle Levels PERMIT NO. 35 Miami University 422 Wells Mill Drive Oxford, OH 45056 www.etclassics.org