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Monmouth College: Spring 2006 Latin 102, Elementary Latin, 4 credits MTWF 8:00-8:50, WH 114 Instructor: Magistra Wine, office WH 14, x2332
Course Description: This course is primarily directed towards students desiring to meet the first-year requirements for graduation under the foreign language component of the Language rubric. Elementary Latin can also fulfill partial requirements for a major in Latin or Classics.
Classes that meet the Language requirement are described in the Monmouth College catalogue in the following way:
The creation and use of language is the most significant achievement of human beings, for our ability to organize our understanding in verbal symbols and to communicate sets us apart from all other life forms. The symbols of our language make communication possible at many different levels of meaning and allow us to translate our private experience into universal terms . . . . A sure understanding of language is the foundation of all knowledge, and the ability to use verbal symbols effectively is the most important of all skills.
This component provides that every student have experience with a second language. The study of a foreign language allows students to see that their native language often reflects cultural needs and interests at the same time that it shares many basic patterns with other languages.
Texts: Wheelock, Frederic, and Richard LaFleur. Wheelock’s Latin. 6e, Harper Collins 2000. Paperback. 0060956410.
Groton, Anne, and James May. 38 Latin Stories Designed to Accompany Frederic M.
Wheelock’s Latin. 3e, Revised. Bolchazy-Carducci Publishers, 1989. 0865162336.
Bantam New College Latin and English Dictionary. Mass Market Paperback, 1995. 0553573012
Centaur Flash Drills and Flash Vocabulary (available to purchase or from W:\Apps\Classics); www.centaursystems.com
Evaluation: The goal is for all students to earn the best possible passing grade. The focus of all assignments, quizzes and tests is not grading but learning. Workbook assignments are optional, but the quizzes will be based on them.
Attendance is also important. The heavy emphasis on participation requires that a student not miss more than five classes in order not to jeopardize the average from the other work (and quizzes). Participation doesn’t require all correct answers, but does require attendance and responding to questions.
The final average is based on 100 points of quizzes (10-20 quizzes), 100 points from drill exercises, 200 points from the final exam (up to 40 points of which may come from attendance at archaeology lectures, with a 1-2 page summary and response paper submitted for each, and from other extra credit opportunities), and 600 points from attendance and participation (10 points for each of 60 meetings; 5 for attendance and up to 5 for quality of participation). Make-up work will not be arranged if the student has more than 4 absences.
Grading scale: A (100-91), B (90-80), C (79-68), D (67-57).
Schedule: The following schedule shows the pace which is necessary in order to cover the material required for ending the second semester. The instructor may make modifications, however, as necessary, based on class needs and preferences; it is the student’s responsibility to be aware of changes made in class.
Week 1—Fortuna caeca est. (Cicero) Tue, Jan 17. Review: Conjugations, Stories 1-6 Wed, Jan 18. Review: Declensions, Stories 7-10; drill: all conjugations, vocab Fri, Jan 20. Review: Cases and tenses, Stories 11-13; drill: declensions, vocab
Week 2—Genus est mortis male vivere (Ovid) Mon, Jan 23. Chapter 17, PR; drill: 17 vocab and drillA Tue, Jan 24. AS; 17 vocab and drillB Wed, Jan 25. Story 14; vocab 1-2; conjugation I Fri, Jan 27. Story 15; vocab 3-4; declension I
Week 3—Sed quis custodiet ipsos custodes (Juvenal) Mon, Jan 30. Chapter 18, PR; 18 vocab and drillA Tue, Jan 31. AS; 18 vocab and drillB Wed, Feb 1. Story 16; vocab 5-6; conjugation II Fri, Feb 3. Story 17; vocab 7-8; declension II
Week 4—SPQR, Senatus Populusque Romanus (Motto of the Roman Empire) Mon, Feb 6. Chapter 19, PR; 19 vocab and drillA Tue, Feb 7. AS; 19 vocab and drillB Wed, Feb 8. Story 19; vocab 9-10; conjugation III Fri, Feb 10. Chapter 20, PR; 20 vocab and drillA
Week 5—Carmina morte carent (Ovid) Mon, Feb 13. AS; 20 vocab and drillB Tue, Feb 14. Story 20; vocab 11-12; declension III Archaeology Lecture: “In the Shadow of the Sleeping Giant: Discovering Ancient Maya Communities along the Sibun River” Dr. Ben Thomas, Education and Outreach Coordinator for the AIA and an Assistant Professor of Art and Archaeology at the Berklee College of Music (bthomas@aia.bu.edu) 7:30 P.M. in the Huff Center Classrooms 1012 A & B Wed, Feb 15. Chapter 21, PR; 21 vocab and drillA Archaeology Lecture: “From Pulltrouser Swamp to the Sibun River: The Impact of Water on Ancient Maya Communities” Dr. Ben Thomas, Education and Outreach Coordinator for the AIA and an Assistant Professor of Art and Archaeology at the Berklee College of Music (bthomas@aia.bu.edu) 12 Noon in the Highlander Room of the Stockdale Center Fox Lecture Fri, Feb 17. AS; 21 vocab and drillB
Week 6—Carpe diem (Horace) Mon, Feb 20. Story 21; vocab 13-14; conjugation IV Tue, Feb 21. Chapter 22, PR; 22 vocab and drillA Wed, Feb 22. AS ; 22 vocab and drillB Fri, Feb 24. Story 22; vocab 15-16; declension IV
Week 7—Quidquid bene dictum est ab ullo, meum est (Seneca the Younger) Mon, Feb 27. Chapter 23, PR; 23 vocab and drillA Tue, Feb 28. AS; 23 vocab and drillB Wed, Mar 1. Story 23; vocab 17-18, present tense I-IV Fri, Mar 3. Chapter 24, PR; 24 vocab and drillA
Week 8—Pelle moras—brevis est magni fortuna favoris (Silius Italicus) Mon, Mar 13. AS; 24 vocab and drillB Tue, Mar 14. Story 24; 19-20 vocab, nominative case all declensions Wed, Mar 15. Chapter 25, PR; 25 vocab and drillA Fox Classics Lecture, 7:30, Highlander Room Fri, Mar 17. Story 25; 25 vocab and drillB
Week 9—Modern Foreign Languages Week Mon, Mar 20. AS; 21-22 vocab, genitive case all declensions Archaeology Lectures: “Marble Trade: The Marble Trade in Antiquity: the Evidence of Ancient Marbles at the University of Missouri” Benton Kidd, Associate Curator, Ancient Art at the Museum of Art and Archaeology at the University of Missouri (kiddjb@missouri.edu) 12 Noon in the Highlander Room of the Stockdale Center, Monmouth College, Monmouth, Illinois
“The Pros and Cons of Doric: the Fate of the Later Order” Benton Kidd, Associate Curator, Ancient Art at the Museum of Art and Archaeology at the University of Missouri (kiddjb@missouri.edu) 7:30 P.M. in 109 Morgan Hall, Western Illinois University, Macomb, Illinois
Tue, Mar 21. Chapter 26, PR; 26 vocab and drillA Wed, Mar 22. AS; 26 vocab and drillB Fri, Mar 24. Story 26; 23-24 vocab, dative case all declensions
Week 10—Homo sum—humani nil a me alienum puto (Terence) Mon, Mar 27. Chapter 27, PR; 27 vocab and drillA Tue, Mar 28. AS; 27 vocab and drillB Wed, Mar 20. Story 27; 25-26 vocab, accusative case all declensions Fri, Mar 31. Chapter 28, PR; 28 vocab and drillA
Week 11—Brevis ipsa vita est, sed malis fit longior (Publilius Syrus) Mon, Apr 3. AS; 28 vocab and drillB Tue, Apr 4. Story 28; 27-28 vocab, ablative case all declensions Wed, Apr 5. Chapter 29, PR; 29 vocab, drillA Fri, Apr 7. no class
Week 12—Omnia sol temperat (Carmina Burana) Mon, Apr 10 AS; 29 vocab and drillB Tue, Apr 11. Story 29; 1-29 vocab, pronouns Wed, Apr 12. Chapter 30, PR; 30 vocab, drillA Fri, Apr 14. no class
Week 13—Praestatur laus virtuti, sed multo ocius verno gelu tabescit (Livius Andronicus) Mon, Apr 17. no class Tue, Apr 18. AS; 30 vocab and drillB Wed, Apr 19. Story 30; 1-30 vocab Fri, Apr 21. Chapter 31, PR; 31 vocab and drillA April 23 (Sunday): Eta Sigma Phi Lecture (Mozart and Rome), 4:00, Highlander Room
Week 14—Tanta potentia formae est (Ovid) Mon, Apr 24. AS; 31 vocab and drillB Tue, Apr 25. no class Wed, Apr 26. Story 31; 1-31 vocab Thursday, April 27, 2006, Archaeology Lecture: “The 2006 Season of Excavation in the Precinct of the Goddess Mut, Karnak, Luxor, Egypt” William H. Peck, former Curator of Ancient Art at the Detroit Institute of Arts (whpeck@yahoo.com) 7:30 P.M. in the Huff Center Classrooms 1012 A & B Fri, Apr 28. Chapter 32, PR; 32 vocab and drillA
Week 15— Nunc est bibendum (Horace) Mon, May 1. AS; 32 vocab and drillB Tue, May 2. Story 32; 1-32 vocab Wed, May 3. Chapters 33-36 (deponent verbs, dative with verbs, fio) Fri, May 5. Chapters 37-40 (eo, gerunds)
Final Exam: May 11 (Tuesday), 8:00 a.m.
Tuesday, February 14, 2006 “In the Shadow of the Sleeping Giant: Discovering Ancient Maya Communities along the Sibun River” Dr. Ben Thomas, Education and Outreach Coordinator for the AIA and an Assistant Professor of Art and Archaeology at the Berklee College of Music (bthomas@aia.bu.edu) 7:30 P.M. in the Huff Center Classrooms 1012 A & B, Monmouth College, Monmouth, Illinois Between 1997 and 2003, members of the Xibun Archaeological Research Project (XARP) conducted a comprehensive archaeological survey of the Sibun River and its environs in Belize, Central America. The project’s main objective was to document and evaluate the myriad factors that affected the settlement choices made by the ancient Maya settlers who lived along the banks of the Sibun River. Our investigation uncovered twenty-two ancient Maya settlements and eighteen caves that contained evidence for Maya ritual use. In this presentation I argue that, while the choices of the settlers were affected by the physical constraints placed on settlement by the topography of the watershed and the activity of the river, the ideological significance of the caves in the limestone karst bordering the settlements cannot be overlooked. Our research discovered that there was considerable movement between the settlements and the caves. There is no doubt that the fertile alluvial plains of the Sibun River attracted settlers but the proximity of the sacred caves imbued the landscape with symbolic significance. The manner in which the residents of the Sibun River valley lived and the adaptive strategies they employed were affected both by the physical geography of their surroundings and the impact of the ideological landscape. Wednesday, February 15, 2006 “From Pulltrouser Swamp to the Sibun River: The Impact of Water on Ancient Maya Communities” Dr. Ben Thomas, Education and Outreach Coordinator for the AIA and an Assistant Professor of Art and Archaeology at the Berklee College of Music (bthomas@aia.bu.edu) 12 Noon in the Highlander Room of the Stockdale Center, Monmouth College, Monmouth, Illinois The Maya residents of K’axob, an ancient farming village in Northern Belize, adapted their residential and agricultural strategies to the swampy environment in which they lived. Within this relatively stable ecosystem they created a community that flourished for over a 1000 years. Several kilometers to the south, Maya groups living along the Sibun River—often described as the most volatile river in Belize—established a community structure that was as dynamic as the bordering river. In this presentation, I examine the two areas—comparing and contrasting the ancient communities, the residents and, most significantly, the different adaptive strategies employed in each region. The variations within these areas emphasize the overall complexity of ancient Maya settlement patterns. But, I also argue that while communities in these disparate regions developed local solutions to local environmental and geographic conditions they always maintained an overarching “Mayaness” that linked them to each other and to the larger Maya world.
Monday March 20, 2006 “Marble Trade: The Marble Trade in Antiquity: the Evidence of Ancient Marbles at the University of Missouri” Benton Kidd, Associate Curator, Ancient Art at the Museum of Art and Archaeology at the University of Missouri (kiddjb@missouri.edu) 12 Noon in the Highlander Room of the Stockdale Center, Monmouth College, Monmouth, Illinois A wealth of evidence is now coming to light about the extensive ancient marble trade through isotopic analysis on ancient marble to determine quarry provenance. These analyses are proving the extent of the marble trade and how freely marbles moved around the Mediterranean, both in the Greek and Roman worlds. The Museum of Art and Archaeology at the University of Missouri-Columbia has had ten ancient marbles analyzed for provenance. These include eight Roman pieces and two Greek. The results of this study will shed further light on the ancient marble trade and further the Museum's and public's understanding of these works.
Monday March 20, 2006 “The Pros and Cons of Doric: the Fate of the Later Order” Benton Kidd, Associate Curator, Ancient Art at the Museum of Art and Archaeology at the University of Missouri (kiddjb@missouri.edu) 7:30 P.M. in 109 Morgan Hall, Western Illinois University, Macomb, Illinois This lecture is based on research with the later Doric Order and how it came to be disdained via certain Hellenistic architects and Vitruvius, who then transmitted his ideas to the Renaissance and later. If the evidence is examined more closely, however, we see that the Doric order continued with favor in the later Greek period, particularly under the Attalids of Pergamon. Not only did they use the Doric almost exclusively at Pergamon, but also in many other cities to which they donated buildings. These buildings and others illustrate the continuing popularity of the Doric and also the many new forms and variations that arose on the its architectural members. The results prove that this esteemed architectural symbol did not meet its end in the Hellenistic Period, but rather reached its culmination. Moreover, it became an icon of Attalid propaganda, which focused heavily on preservation of Greek heritage.
Thursday, April 27, 2006 “The 2006 Season of Excavation in the Precinct of the Goddess Mut, Karnak, Luxor, Egypt” William H. Peck, former Curator of Ancient Art at the Detroit Institute of Arts (whpeck@yahoo.com)
7:30 P.M. in the Huff Center Classrooms 1012 A & B, Monmouth
College, Monmouth, Illinois
Online links and lessons for Latin 102.
http://www.hfac.uh.edu/m cl/faculty/armstrong/home/latn1301/default.html#drills for “Basic Grammar Terms” drill and drills for chapters (morphology, fill-drill, matching vocabulary, composition, phrase, sentence, puzzle) You can also check the “homework answer keys” to compare Ancient Sentence translations. Vocabulary review Wheelock sites, such as www.quia.com/pages/wh2001gold.html (flashcards and vocab matching) or www.uncc.edu/classics/Wheelock. Review quizzes (www.classics.uiuc.edu/Latin/quizpage.htm or www.uncc.edu/classics/Wheelock). Other Wheelock resources http://cheiron.humanities.mcmaster.ca/latin/ http://web.uvic.ca/hrd/latin/wheelock/ http://omega.cohums.ohio-state.edu/latin/ Links for other information— History and geography www.ucalgary.ca/applied_history/tutor/firsteuro/ www.ukans.edu/history/index/europe/ancient_rome/E/Roman/RomanSites*/home.html for a look at the Latium area in which the legends of the founding of Rome are taking place.
Latin language, derivatives
Roman life
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