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LATIN FOR THE NEW MILLENNIUM Series Information LEVEL ONE Student Text (2008) Student Workbook (2008) Teacher’s Manual (2008) Teacher’s Manual for Student Workbook (2008) ANCILLARIES From Romulus to Romulus Augustulus: Roman History for the New Millennium (2008) The Original Dysfunctional Family: Basic Classical Mythology for the New Millennium (2008) LEVEL TWO Student Text (2009) Student Workbook (2009) Teacher’s Manual (2009) Teacher’s Manual for Student Workbook (2009) ANCILLARIES From Rome to Reformation: Early European History for the New Millennium (2009) The Clay-footed SuperHeroes: Mythology Tales for the New Millennium (2009) —————————————————————— ELECTRONIC RESOURCES (See pages 443 and 446 for detailed description) www.lnm.bolchazy.com Quia Question Bank Latin-only Villa in Second Life™ Carpe Praedam
1 Milena Minkova and Terence Tunberg
Bolchazy-Carducci Publishers, Inc. Mundelein, Illinois USA
Series Editor: LeaAnn A. Osburn Volume Editors: Elisa C. Denja, LeaAnn A. Osburn Contributing Editors: Laurie Haight Keenan, Karen Lee Singh, Donald E. Sprague, Rose Williams Proofreader: Gary Varney Cover Design & Typography: Adam Phillip Velez Cover Illustration: Roman Forum © Bettmann/CORBIS Latin for the New Millennium Teacher’s Manual, Level 1 Milena Minkova and Terence Tunberg ©2008 Bolchazy-Carducci Publishers, Inc. All rights reserved Bolchazy-Carducci Publishers, Inc. 1570 Baskin Road Mundelein, Illinois 60060 www.bolchazy.com Printed in the United States of America
2009 by United Graphics
ISBN 978-0-86516-562-5
CONTENTS LIST OF ABBREVIATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tm vi PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tm vii RESOURCE LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tm ix STUDENT TEXTBOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i with Exercise Answers, Standards Correlations, Oral Exercises, Oral Exercise Correlations, Workbook Exercise Correlations, Ancillary Correlations, Comprehension Questions and Answers, Teaching Tips, Teacher By the Way Notations, and How to Use Th is Book
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LIST OF ABBREVIATIONS CPO Classroom Presentation Options (e.g., black/green/white/smart board, overhead or LCD projector, PowerPoint® presentation, etc.)
ODF Original Dysfunctional Family (classical mythology ancillary)
RRA From Romulus to Romulus Augustulus (Roman history ancillary)
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PREFACE Latin for the New Millennium is designed as a comprehensive introduction not only to the Latin language and how it works but also to the Roman world, the cultural milieu in which the language flourished. The language and cultural elements are seamlessly woven together in the course of each chapter and then again examined in the review following every three chapters.
CHAPTER AND COURSE COMPONENTS METHODOLOGICAL APPROACH In writing Latin for the New Millennium, we have aimed at combining the best elements in the various methodologies for teaching Latin that have been commonly available until now. Modern methods of teaching Latin have been divided between two approaches: (1) the analytical or deductive method according to which students must learn rules and paradigms, and then reinforce the knowledge of these abstract principles by practice with texts and exercises; (2) the inductive or reading method that enables the student to read a text and to become aware of linguistic features (or rules) from the reading and study of the text. In Latin for the New Millennium we hope to have combined the advantages of each. In other words, we have striven to provide a path to a thorough and systematic knowledge of the structure of the language, the main advantage of the analytical method, together with a great deal of reading and activities related to reading that lead to a more intuitive grasp of the idiomatic qualities of the language, the main advantage of the reading method. The layout of each chapter is the key to this combination, since the student begins each chapter with an extensive reading, and these initial passages contain, in a context understandable through induction and annotations, instances of every new element to be explored further in the same chapter. In the body of each chapter, after the introductory reading, these new elements are explained in a more analytic way, yet the explanations always refer the learner back to the reading—in ways that invite comparison with the initial passage.
ORAL LATIN AND LATIN CONVERSATION A person who gains an active facility in any language, in addition to a reading ability, is, in our view, more likely to progress quickly to a deep understanding of the language and the works written in it. Our experience indicates that a student who learns by using a language will probably not need to be reminded about forms and grammatical rules as often as a learner who lacks active practice. Therefore, in every chapter of Latin for the New Millennium, we have included a set of exercises that concentrate on an oral exchange between instructor and students. The oral exercises in Latin for the New Millennium can be completed without any extempore speaking ability on the part of the teacher. Th is is possible because the oral exercises are found only in the teacher’s manual. Here not only are all the answers supplied, but every question is written out in full for the teacher, along with detailed instructions for each step of the exercise. The teacher needs only to follow the instructions and read each question aloud. The response must come from the learner.
GRAMMAR Grammar is also a great help for acquiring a sophisticated understanding of any language, and especially a language like Latin, which is primarily studied today by people whose main goal is to read works of literature written in the original Latin language, works which were designed from the start for a cultivated audience. While we believe in the value of the reading method, and we know how active usage of a language can vastly improve and accelerate a student’s learning of that language, we also recognize the utility of grammar. Therefore, while each chapter is rich in exercises and activities, we have taken care to provide explanations of all the grammar relevant to each chapter. The student who uses Latin for the New Millennium learns by actively using Latin, but is also asked to understand the structure of the language and apply that understanding in the exercises.
OTHER CHAPTER ELEMENTS • Memorābile Dictū Each chapter features a famous saying, labeled Memorābile Dictū, a Latin phrase that is so well known that it has became a proverb in many languages. Learning each famous saying will increase a student’s understanding not just of Latin, but also of English. These sayings invite discussion of their meaning and how they relate to the modern world and students’ experiences. • Reading Vocabulary All the new vocabulary in the reading passage at the beginning of each chapter is explained by copious notes. Students need not be required to learn the vocabulary that faces the reading passage. A unique feature of the Reading Vocabulary is that not all the verbs show in print their pronoun subject. For example, if the sentence in the reading might be “Cicero Terentiam videt,” videt in the Reading Vocabulary would have as its defi nition “sees” rather than “he sees.” Th is has been done to avoid the common beginner’s mistake of translating the sentence as “Cicero he sees Terentia.” On the other hand, if the sentence were to read “Terentiam videt,” videt would be defi ned “he sees.” Th is unique feature gradually disappears as students learn more about verbs and become more accustomed to reading Latin. • Vocabulary to Learn and Derivatives Exercises Some (but not all) of these new words are repeated in the Vocabulary to Learn for each chapter and students should be directed to learn these. The traditional form of writing vocabulary words is followed in the Vocabulary to Learn: principal parts are listed from the second chapter on and nouns show the nominative and genitive singular and gender from the start.
CHAPTER READINGS The principal readings in each chapter consist of passages adapted (to the level of knowledge presupposed for each chapter) from some of the most significant works of Latin literature. The introductions to each passage give considerable information about the cultural context in which each author wrote, and about the development of the Latin literary tradition. The order of the chapter readings is chronological. In Level 1, students begin with readings from Plautus and Terence and proceed through the centuries to the writings of Ammianus, Augustine, and Boethius. By completing the entire course contained in Latin for the New Millennium, students will gain an understanding of the entire patrimony of Latin and its effect on our culture. While Level 1 of Latin for the New Millennium focuses on the classic texts in Latin written by such great Roman authors as Vergil, Catullus, Cicero, and Ovid, Level 2 of the series centers on the huge and fundamental heritage of works written in Latin during the medieval, renaissance, and early modern periods—a linguistic heritage that gave us our basic vocabulary in the national languages for telling time, medicine, the natural sciences, and the academic world. The cultural information that is found in these readings and their introductions are bolstered in both levels by the Review Exercises and supplementary material pertaining to mythology, Roman history, and important Latin sayings. •
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The Vocabulary to Learn is followed by Derivative Exercises. Students who carefully learn all of the Vocabulary to Learn will quickly acquire a vocabulary based on words most commonly encountered in classical literary texts and, in the Derivative Exercises they will be exposed to English words based on Latin and thus bolster their vocabulary in English.
DIALOGUES ON DAILY LIFE In the latter part of each chapter of Level 1, readers will fi nd a dialogue labeled Talking in which a group of modern students are the participants. The same group of students is featured in every chapter, and they encounter most of the typical situations that young people experience in modern daily life. All the necessary vocabulary is explained, so the users of Latin for the New Millennium, if they so wish, may conduct simple Latin conversations like those in the model dialogues. These dialogues have been designed for the benefit of those teachers who are especially interested in making use of the oral element of language learning in their classes, and who want to introduce a colloquial element to the Latin their students learn. Th is colloquial element can become a bridge between the lives of modern students and the thoughts of the ancient, medieval, or renaissance authors who wrote in Latin—a bridge constructed of the same basic language, Latin.
MĪRĀBILE AUDĪTŪ Each review ends with a section called Mīrābile Audītū that presents a series of Latin quotations, mottoes, phrases, or abbreviations currently used in English. The three supplementary essays and the Mīrābile Audītū section are designed to elicit classroom discussion about similarities and differences between the world of the Romans and America in the twenty-fi rst century.
Milena Minkova wrote the Introduction; Chapters 1, 2, 3, 5, 7, 9, 13, 14, 17, 18, 20; Reviews 1, 3, 5, 6, and 7; the glossaries; and the appendices. Terence Tunberg wrote the Preface, Chapters 4, 6, 8, 10, 11, 12, 15, 16, 19, 21, and Reviews 2 and 4. Both authors have benefited, throughout the composition of the textbook, from continuous mutual advice and support. M.M. and T.T. 2008
VISUAL LEARNING The Latin language and Roman culture have not only inspired writers throughout the ages and influenced modern life but have also left their legacy in the visual arts. Th roughout the text, reproductions of paintings, drawings, sculptures, and other artworks demonstrate how Roman historical events and the tales of the gods and goddesses have inspired artists through the ages. Latin for the New Millennium presents an abundance of images of archaeological sites, buildings, objets d’art, and artifacts carefully chosen to represent the ethnic and geographic diversity that marked the Roman world. These full color illustrations represent a visual panorama of the Roman world and support the written word in pictorial form, thus stimulating the imagination and memory for a more vibrant recollection of the text’s content. Teachers are strongly encouraged to mine the illustrations as though a documentary of the Roman world and its later influence.
REVIEW COMPONENTS After each set of three chapters there is a Review and supplementary readings.
REVIEW EXERCISES The Review provides additional exercises to help the students give continued attention to the material in each unit. The review also includes a summary list of all the Vocabulary to Learn found in the chapters of each unit. Th is section features even more material to help the student understand Latin literature and its heritage today.
CLASSICAL MYTHOLOGY A passage on Mythology, entitled Considering the Classical Gods, introduces the reader to stories about the Greek and Roman gods and heroes. A related passage in Latin about the gods reinforces the Latin lessons of the three chapters.
ASPECTS OF ROMAN LIFE An English background essay, called Connecting with the Ancient World, discusses an important aspect of Roman daily life which connects to related material presented in the three chapters preceding the review.
EXPLORING ROMAN AND MODERN LIFE Scholars from various universities throughout the United States graciously agreed to provide short essays that reflect upon the role that Latin and its culture play in our modern lives. The title of these essays always starts with the word Exploring. TM
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Visit www.lnm.bolchazy.com to see the electronic resources that accompany Latin for the New Millennium and to share ideas in the online teachers’ lounge with other teachers using this series.
RESOURCE LIST EDITORS’ NOTE
LATIN COMPOSITION
We have attempted to assemble a comprehensive, representative resource list paying special attention to those topics or areas often less familiar. To that end, we provide an especially larger listing for the Late Empire, Early Christianity, and Middle Ages section. By no means is this resource list exhaustive. Teachers are encouraged to share titles they have found useful through the www.lnm.bolchazy.com website.
Bennett, Charles E. New Latin Composition. 1912. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 1996. Minkova, Milena. Introduction to Latin Prose Composition. Wauconda, IL: Bolchazy-Carducci Publishers, 2007. First published 2001 by Wimbledon Publishing Co. Minkova, Milena, and Terence Tunberg. Readings and Exercises in Latin Prose Composition: From Antiquity to the Renaissance. Newburyport, MA: Focus Publishing/R. Pullins, 2004. ———. Answer Key to Readings and Exercises in Latin Prose Composition: From Antiquity to the Renaissance. Newburyport, MA: Focus Publishing/R. Pullins, 2004 Mountford, James F., ed. Bradley’s Arnold Latin Prose Composition. Rev. ed. Wauconda, IL: Bolchazy-Carducci Publishers, 2006. North, M. A., and A. E. Hillard. Latin Prose Composition. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 1995. ———. Key to Latin Prose Composition. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 1995.
LATIN DICTIONARIES Albert, S. Imaginum vocabularium Latinum. Saarbrücken: Societas Latina, 1998. Egger, C. Lexicon nominum locorum. Rome: Libreria Editrice Vaticana, 1977. ———. Lexicon nominum virorum et mulierum. Rome: Studium, 1957. ———, ed. Lexicon recentis Latinitatis. 2 Vols. Rome: Libreria Editrice Vaticana, 1992–1997. Lewis, Charlton T., and Charles Short. A Latin Dictionary. Rev. ed. New York: Oxford University Press, 1956. The New College Latin and English Dictionary. 3rd ed. Edited by John C. Traupman, New York: Bantam Books, 2007. Oxford Latin Dictionary. Combined ed. Edited by P. G. W. Glare et al. New York: Oxford University Press, 1982. Smith, William, and Theophilus D. Hall. Smith’s English-Latin Dictionary. Reprinted from the 1871 American Book Company edition, A Copious and Critical English-Latin Dictionary, with a new foreword by Dirk Sacré. Wauconda, IL: Bolchazy-Carducci Publishers, 2000.
LATIN LITERATURE Albrecht, Michael von. A History of Roman Literature: From Livius Andronicus to Boethius. Leiden: Brill Academic Publishers, 1997. The Concise Oxford Companion to Classical Literature. 2nd ed. Edited by C. M. Howatson and Ian Chilvers. Oxford: Oxford University Press, 1993. Duff, J. Wight. A Literary History of Rome. 3rd ed. London: Ernest Benn, 1960. Grant, Michael. Greek and Latin Authors 800 B.C.– A.D. 1000. New York: H. W. Wilson, 1980. IJsewijn, Jozef. Companion to Neo-Latin Studies, Part I: History and Diff usion of Neo-Latin Literature. Supplementa Humanistica Lovaniensia, 5. 2nd ed. Leuven: Leuven University Press, 1990. IJsewijn, Jozef, and Dirk Sacré. Companion to Neo-Latin Studies, Part II: Literary, Linguistic, Philological and Editorial Questions. Supplementa Humanistica Lovaniensia, 14. 2nd ed. Leuven: Leuven University Press, 1998. Rose, H. J. A Handbook of Latin Literature. 1954. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 1996.
LATIN GRAMMAR Allen, J. H., and J. B. Greenough. Allen and Greenough’s New Latin Grammar. Edited by Anne Mahoney. Newburyport, MA: Focus Publishing/R. Pullins, 2001. Andresian, Anna. Looking at Latin: A Grammar for Pre-College. Wauconda, IL: Bolchazy-Carducci Publishers, 2006. Bennett, Charles E. New Latin Grammar. 1908. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2006. Gildersleeve, Basil L., and Gonzalez Lodge. Gildersleeve’s Latin Grammar. 3rd ed. 1895. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2003. Goldman, Norma, and Ladislas Szymanski. English Grammar for Students of Latin. 3rd ed. Ann Arbor, MI: Olivia and Hill Press, 2004. Humphreys, James P. Graphic Latin Grammar. 1961. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2002. Woodcock, E. C. A New Latin Syntax. 1957. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2005. Young, Nicholas. Instant Answers: A Quick Guide for Advanced Students. Elmhurst, IL: L and L Enterprises, 2006.
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GENERAL LANGUAGE LEARNING AND METHODOLOGIES Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1994. Cook, Vivian. Second Language Learning and Teaching. 3rd ed. London: Edward Arnold, 2001. Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books, 2000. Kessler, Carolyn, ed. Cooperative Language Learning: A Teacher’s Resource Book. Englewood Cliffs, NJ: Prentice Hall Regents, 1992.
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Krashen, Stephen. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 1982. Larsen-Freeman, Diane. Techniques and Principles of Language Teaching. 2nd ed. Oxford: Oxford University Press, 2000. Oxford, Rebecca L. Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House, 1990. Pinker, S. The Language Instinct. New York: William Morrow, 1994. Reid, Joy, ed. Understanding Learning Styles in the Second Language Classroom. Upper Saddle River, NJ: Prentice Hall, 1998. Sparks, Richard L., Kay Fluharty, Leonore Ganschow, and Sherwin Litt le. “An Exploratory Study on the Effects of Latin on the Native Language Skills and Foreign Language Aptitude of Students with and without Learning Disabilities.” Classical Journal 91 (1995):165–84.
LATIN PEDAGOGY Ancona, Ronnie, ed. A Concise Guide to Teaching Latin Literature. Norman, OK: University of Oklahoma Press, 2007. Ball, Robert. Reading Classical Latin: A Reasonable Approach. Lawrence, KS: Coronado Press, 1987. Breindel, Ruth L. De Discendi Natura: Learning Styles in the Teaching of Latin. Oxford, OH: American Classical League TMRC, 2007. Burns, Mary Ann T., and Joseph O’Connor. The Classics in American Schools. Atlanta, GA: Scholars Press, 1987. Davis, Sally. Latin in the American Schools. Atlanta, GA: Scholars Press, 1991. Distler, Paul. Teach the Latin, I Pray You. Wauconda, IL: Bolchazy-Carducci Publishers, 2001. Gascoyne, Richard, et al. Standards for Classical Language Learning. Oxford, OH: American Classical League TMRC, 1997. Gruber-Miller, John, ed. When Dead Tongues Speak. New York: Oxford University Press, 2006. Hoyos, B. Dexter. Latin. How to Read It Fluently: A Practical Manual. Amherst, MA: Classical Association of New England, 1997. LaFleur, Richard A. Latin for the 21st Century: From Concept to Classroom. Glenview, IL: Scott ForesmanAddison Wesley, 1998. Salerno, Dorsey Price. Latin in Motion. Oxford, OH: American Classical League TMRC, 1985. Standards for Classical Language Learning. Oxford, OH: American Classical League TMRC, 1997. Strasheim, Lorraine A. Total Physical Response. Amherst, MA: Classical Association of New England, 1987. Sweet, Waldo. Latin: A Structural Approach. Ann Arbor: University of Michigan Press, 1957.
CLASSROOOM AIDS Amery, Heather. First Thousand Words in Latin. Edited by Mairi Mackinnon. London, UK: Usborne Books, 2008. Couch, C. C., and Teddy Irwin. Latin Verbs Rock! Audio CD. Nashville, TN: Sound Inventions, 2006. ———. Lyrical Latin: Learning Latin through Music. Audio CD. Nashville, TN: Sound Inventions, 2004. Curtis, William D. Periculum Latinum: Latin Jeopardy. Vol.1. Oxford, OH: American Classical League TMRC, n.d. ———. Periculum Latinum Secundum: Latin Jeopardy. Vol. 2. Oxford, OH: American Classical League TMRC, n.d. Demuth, Jocelyn. Mendax: A Latin Card Game. Wauconda, IL: Bolchazy-Carducci Publishers, 2003. TM
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DuBose, Gaylan. Farrago Latina. With a list of resources by Judith Lynn Sebesta. Wauconda, IL: BolchazyCarducci Publishers, 1997. Hanlin, Jayne, and Beverly Lichtenstein. Learning Latin through Mythology. Cambridge: Cambridge University Press, 1991. Latin Tactic Grams. Atlanta, GA: World of Reading, n.d. LUDI (at the Circus Maximus). Produced by Discere Ltd. 1989. Oxford, OH: American Classical League TMRC. Mythites. Oxford, OH: American Classical League TMRC, 2003. Osburn, LeaAnn. A Latin Activity Book. Elmhurst, IL: L and L Enterprises, 2000. ———. Latin Crossword Puzzle Book. Elmhurst, IL: L and L Enterprises, 1999. ———. Latin Verbs Rock! Exercise Book. Elmhurst, IL: L and L Enterprises, 2007. ———. Lyrical Latin: A Teacher Resource Manual. Elmhurst, IL: L and L Enterprises, 2004. ———. 22 Lively Latin Activities. Elmhurst, IL: L and L Enterprises, 2005. Sheikh-Miller, Jonathan. Latin Words Sticker Book. Tulsa, OK: EDC Publishing, 2006. Wansbrough, M. B. A Mundus Latinus Mystery. 3 vols. Hamilton, Ontario: Tralco Educational Services, 2004.
ORAL LATIN Abernathy, Faye, Jill Crooker, Margaret Curran, and David Perry. The Development of Oral Skills in Latin with Visuals. A Supplementary Guide to the Syllabus, Latin for Communication. Draft Copy. Albany: New York State Education Department, 1995. Albert, S. Cottidie Latine loquamur. Saarbrücken: Societas Latina, 1987. Allen, W. Sidney. Vox Latina: A Guide to the Pronunciation of Classical Latin. 2nd ed. New York: Cambridge University Press, 1989. Capellanus, G. Latin Can Be Fun. Souvenir Press, 1997. Daitz, Stephen G., ed. The Living Voice of Latin. Performed by Robert P. Sonkowsky. Madison, CT: Jeff rey Norton Publishing, 1984. ———. The Pronunciation and Reading of Classical Latin: A Practical Guide. Audio cassettes. Madison, CT: Jeff rey Norton Publishing, 1984. Egger, C. Latine discere iuvat. Rome: Libreria Editrice Vaticana, 1982. Latin Aloud: Audio AP Selections from Vergil, Catullus, Ovid, Cicero, and Horace. Performed by Robert P. Sonkowsky. CD-ROM. Wauconda, IL: Bolchazy-Carducci Publishers, 2007. McCarthy, Thomas. Nunc Loquamur: Guided Conversations for Latin. Newburyport, MA: Focus Publishing/R. Pullins, 2005. Sweet, Waldo E. Words of Wisdom from the Ancients: 1000 Latin Proverbs. CD-ROM. Wauconda, IL: BolchazyCarducci Publishers, 2000. Traupman, John. Conversational Latin for Oral Proficiency. 4th ed.: Audio Conversations. Performed by Mark Robert Miner et al. Audio CDs. Wauconda, IL: Bolchazy-Carducci Publishers, 2006.
LATIN THROUGH MUSIC Boynton, Sandra. Grunt: Pigorian Chant. Audio CD. New York: Workman Publishing, 1997. Couch, C. C., and Teddy Irwin. Carmina Popularia: Well-Known Songs in Latin. Audio CD. Wauconda, IL: Bolchazy-Carducci Publishers, 2004. ———. Latin Verbs Rock! Audio CD. Nashville, TN: Sound Inventions, 2006. ———. Lyrical Latin: Learning Latin through Music. Audio CD. Nashville, TN: Sound Inventions, 2004.
———. O Abies: Christmas Carols in Latin. Audio CD. Wauconda, IL: Bolchazy-Carducci Publishers, 2003. Kaldis, Cynthia. Latin Music through the Ages. 1991. Reprint. Wauconda, IL: Bolchazy-Carducci Publishers, 1999. Meyer, Vernon L., trans. Sing Along in Latin. Oxford, OH: American Classical League TMRC, n.d. Minkova, Milena, and Terence Tunberg. Audio CD. Limited ed. Mater Anserina: Poems in Latin for Children. Newburyport, MA: Focus Publishing/R. Pullins, 2006. Orff, Carl. Carmina Burana.1937. Enhanced reprint with critical text, introduction, and translation by Judith Lynn Sebesta. Wauconda, IL: Bolchazy-Carducci Publishers, 1996. Osburn, LeaAnn. Latin Verbs Rock! Exercise Book. Elmhurst, IL: L and L Enterprises. 2006. ———. Lyrical Latin: Learning Latin through Music: A Teacher Resource Guide. Elmhurst, IL: L and L Enterprises, 2004. Schlosser, Franz, trans. Latine Cantemus. Wauconda, IL: Bolchazy-Carducci Publishers, 1996. Schola Cantans. Composed by Jan Novak, Performed by Voces Latinae. Audio Cassette. Wauconda, IL: Bolchazy-Carducci Publishers, 1998.
YOUNG CHILDREN LATIN READERS Bolchazy, Marie Carducci. “I Am Reading Latin” Series. Translated by Mardah B. C. Weinfield; narrated by James W. Chochola. Audio CD. Wauconda, IL: Bolchazy-Carducci Publishers, 2004. ———. How Many Animals? Quot Animalia? Translated by Mardah B. C. Weinfield. Wauconda, IL: BolchazyCarducci Publishers, 2002. ———. What Color Is It? Quo Colore Est? Translated by Mardah B. C. Weinfield. Wauconda, IL: BolchazyCarducci Publishers, 2002. ———. What Will I Eat? Quid Edam? Translated by Mardah B. C. Weinfield. Wauconda, IL: BolchazyCarducci Publishers, 2002. ———. Who Loves me? Quis Me Amat? Translated by Mardah B. C. Weinfield. Wauconda, IL: BolchazyCarducci Publishers, 2002. Williams, Rose. “I Am Reading Latin Stories” Series. Wauconda, IL: Bolchazy-Carducci Publishers, 2008. ———. Octavus Octopus: Octavus the Octopus. Wauconda, IL: Bolchazy-Carducci Publishers, 2008. ———. Rena Rhinoceros: Rena the Rhinoceros. Wauconda, IL: Bolchazy-Carducci Publishers, 2008. ———. Taurus Rex: King Bull. Wauconda, IL: Bolchazy-Carducci Publishers, 2008. ———. Ursus et Porcus: The Bear and the Pig. Wauconda, IL: Bolchazy-Carducci Publishers, 2008.
EASY READERS: BEGINNING LATIN Barrett, Bonnie. Nursery Rhymes. Oxford, OH: American Classical League TMRC, n.d. Chidley, Matt, and Brandon Morris. Cinderella. Oxford, OH: American Classical League TMRC, n.d. Leaf, Munro. Ferdinandus Taurus. Translated by Elizabeth Hadas. Boston, MA: David R. Godine, Publisher, 2000. Minkova, Milena, and Terence Tunberg. Audio CD. Limited ed. Mater Anserina: Poems in Latin for Children. Newburyport, MA: Focus Publishing/R. Pullins, 2006. Noe, David C. Tres Mures Caeci. Purcellville, VA: Patrick Henry Press, 2005. Tres Ursi. Adapted by Hanna Hutchinson, translated by LeaAnn Osburn. First edition in Latin. Cincinnati, OH: Another Language Press, 1995. Williams, Rose. Tres Porculi. Elmhurst, IL: L and L Enterprises, 2006.
———. The Young Romans. Wauconda, IL: Bolchazy-Carducci Publishers, 2007. First published 2003 by Wimbledon Classics. ———. The Young Romans: Teacher’s Edition. Wauconda, IL: Bolchazy-Carducci Publishers, 2007. First published 2003 by Wimbledon Classics. ———. Vergil for Beginners. Wauconda, IL: Bolchazy-Carducci Publishers, 2006.
GRADED READERS Barocas, Victor. Fairy Tales in Latin: Fabulae Mirabiles. Edited by Susan Schearer. New York: Hippocrene Books, 2000. Cobban, J. M., and R. Coleburn. Civis Romanus. 1967. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2003. Dunlop, Philip. Short Latin Stories. Cambridge: Cambridge University Press, 1987. Groton, Anne H. and James M. May. Thirty-Eight Latin Stories: Designed to Accompany Wheelock’s Latin. 5th ed. Wauconda, IL: Bolchazy-Carducci Publishers, 1995. Hillard A. E., and C. G. Bott ing. Latin Readings for Review. With additions by Donald H. Hoff man. 1961 Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2000. Sweet, Waldo E. Lectiones Primae. 1966. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 1996. ———. Lectiones Secundae. 1970. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 1992. Williams, Rose. Lectiones de Historia Romana: A Roman History for Early Latin Study. Wauconda, IL: Bolchazy-Carducci Publishers, 2001. ———. Lectiones de Historia Romana: Teacher’s Guide. Wauconda, IL: Bolchazy-Carducci Publishers, 2001.
FAMILIAR CHILDREN’S BOOKS IN LATIN Church, Francis Pharcellus. “Yes, Virginia, There Is a Santa Claus” . . . in Latin: Vere Virginia, Sanctus Nicolaus est! Translated by Walter Sauer and Hermann Wiegand. Wauconda, IL: Bolchazy-Carducci Publishers, 2001. Milne, A. A. Winnie the Pooh [Winnie Ille Pu]. Rev. ed. Translated by Alexander Lenard. Penguin, 1991. Rowling, J. K. Harry Potter and the Philosopher’s Stone [Harrius Potter et Philosophi Lapis]. Translated by Peter Needham. New York and London: Bloomsbury, 2003. ———. Harry Potter and the Chamber of Secrets [Harrius Potter et Camera Secretorum]. Translated by Peter Needham. Bloomsbury: New York and London, 2006. Saint-Exupéry, Antoine de. The Little Prince [Regulus]. Translated by Augustus Haury. New York: Harcourt, 2001. Seuss, Dr. Cattus Petasatus: The Cat in the Hat in Latin. Translated by Jennifer Morrish Tunberg and Terence O. Tunberg. Wauconda, IL: Bolchazy-Carducci Publishers, 2000. ———. Green Eggs and Ham in Latin: Virent Ova! Viret Perna!! Translated by Jennifer Morrish Tunberg and Terence O. Tunberg. Wauconda, IL: Bolchazy-Carducci Publishers, 2003. ———. Quomodo invidiosulus nomine Grinchus christi natalem abrogaverit [How the Grinch Stole Christmas in Latin]. Translated by Jennifer Morrish Tunberg with Terence O. Tunberg. Wauconda, IL: BolchazyCarducci Publishers, 1998. Silverstein, Shel. The Giving Tree in Latin: Arbor Alma. Translated by Jennifer Morrish Tunberg and Terence O. Tunberg. Wauconda, IL: Bolchazy-Carducci Publishers, 2002. White, E. B. Tela Charlottae [Charlotte’s Web]. Translated by Bernice L. Fox. New ed. New York: Harper Collins, 1991. Teacher’s Manual • Resource List •
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ETYMOLOGY AND VOCABULARY Adeleye, Gabriel G. World Dictionary of Foreign Expressions. With Kofi Acquah Dadzie. Edited by Thomas J. Sienkewicz and James McDonough. Wauconda, IL: Bolchazy-Carducci, 1999. Ayres, Donald M. English Words from Latin and Greek Elements. 11th ed. Tucson, Arizona: University of Arizona Press, 1982. Ayto, John. Dictionary of Word Origins. New York: Arcade Publishing, 1990. Beard, Henry. X-Treme Latin: All the Latin You Need to Know for Survival in the 21st Century. New York: Penguin Group, 2005. Dictionary of Latin Words and Phrases. Edited by James Morwood. New York: Oxford University Press, 1998. Dominik, William J., ed. Words and Ideas. Wauconda, IL: Bolchazy-Carducci Publishers, 2002. ———. Words and Ideas: Answer Key. Wauconda, IL: Bolchazy-Carducci Publishers, 2006. Ehrlich, Eugene. Amo, Amas, Amat and More. New York: Harper and Row, 1987. Heimbach, Elizabeth. Latin Everywhere, Everyday: A Latin Phrase Workbook. Wauconda, IL: BolchazyCarducci Publishers, 2004. ———. Latin Everywhere, Everyday: A Latin Phrase Workbook: Teacher’s Manual. Performed by James Chochola. Compact disks. Wauconda, IL: Bolchazy-Carducci Publishing, 2005. Janson, Tore. The Natural History of Latin. Translated by Merethe D. Sorensen and Nigel Vincent. Oxford and New York: Oxford University Press, 2005. Krill, Richard. Greek and Latin in English Today. Book and two Cassettes. 1990. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2003. Masciantonio, Rudolph. Build Your English Word Power with Latin Numbers. Wauconda, IL: Bolchazy-Carducci Publishers, 1997. ———. Build Your English Word Power with Latin Numbers: Teacher’s Manual. Wauconda, IL: BolchazyCarducci Publishers, 1997. Morwood, James, and Mark Warman. Our Greek and Latin Roots. Cambridge: Cambridge University Press, 1990. O’Mara, Lesley, ed. Which Way to the Vomitorium? Vernacular Latin for All Occasions. Translated by Rose Williams. New York: Thomas Dunne Books, 1999. Oxford Dictionary of English Etymology. Edited by C. T. Onions with G. W. S. Friedrichsen and R. W. Burchfield. New York: Oxford University Press, 1966. Stone, Jon R. Latin for the Illiterati. New York: Routledge, 1996.
MYTHOLOGY Bierlein, J. F. Parallel Myths. New York: Ballantine Books, 1994. Bolton, Lesley. The Everything Classical Mythology Book. Peabody, MA: Adams Media Corporation, 2002. Children’s Books on Ancient Greek and Roman Mythology: An Annotated Bibliography. Compiled by Antoinette Brazouski and Mary J. Klatt. Westport, CT: Greenwood Press, 1984. The Chiron Dictionary of Greek and Roman Mythology. Translated by Elizabeth Burr. 1st English ed. New York: Continuum International Publishing Group, 1994. Colakis, Marianthe, and Mary Joan Masello. Classical Mythology and More: A Reader Workbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2007. Couch, Malcolm. Greek and Roman Mythology. New York: Michael Friedman Publishing Group, 1998. D’Aulaire, Ingri, and Edgar Parin D’Aulaire. D’Aulaires’ Book of Greek Myths. New York: Doubleday, 1962. Fleischman, Paul. Dateline Troy. Somerville, MA: Candlewick Press, 2006. TM
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Gardner, Jane. Roman Myths. Austin: University of Texas Press, 1993. Grant, Michael, and John Hazel. Who’s Who in Classical Mythology. London: Routledge Press, 2002. Grimal, Pierre. The Dictionary of Classical Mythology. Translated by A. R. Maxwell-Hyslop. 1996. Reprint, Malden, MA: Blackwell Publishing, 2001. Harris, Stephen L., and Gloria Patzner. Classical Mythology: Images and Insights. 3rd ed. Mountain View, CA: Mayfield Publishing Company, 2001. Homeric Hymns. Translated by Diane Raynor. Berkeley and Los Angeles: University of California Press, 2004. Kirkwood, G. M. A Short Guide to Classical Mythology. 1959. Reprint, Wauconda, IL: Bolchazy-Carducci, 2003. Lowe, Cheryl, and Leigh Lowe. D’Aulaires’ Greek Myth Student Guide. Louisville, KY: Memoria Press, 2004. ———. D’Aulaires’ Greek Myth Teacher Guide. Louisville, KY: Memoria Press, 2006. Mayerson, Philip. Classical Mythology in Literature, Art, and Music. Glenview, IL: Scott Foresman and Company, 1984. Morford, Mark P. O., and Robert J. Lenardon. Classical Mythology. 8th ed. New York: Oxford University Press, 2006. Ovid. Metamorphoses. Translated by A. D. Melville. New York: Oxford University Press, 1998. Russell, William F. Classic Myths to Read Aloud. New York: Crown Publications, 1989. Vergil’s Aeneid: Hero, War, Humanity. Translated by G. B. Cobbold. Wauconda, IL: Bolchazy-Carducci Publishers, 2005. Williams, Rose. Gods and Other Odd Creatures. Austin, TX: CicadaSun Publishing, 2008. ———. The Labors of Aeneas: What a Pain It Was to Found the Roman Race. Wauconda, IL: Bolchazy-Carducci, 2003. ———. The Original Dysfunctional Family: Basic Classical Mythology for the New Millennium. Wauconda, IL: Bolchazy-Carducci, 2008.
ROMAN HISTORY Bagnell, Nigel. The Punic Wars. New York: St. Martin’s Press, 1990. Beckett, Gilbert à. The Comic History of Rome. 1852. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 1996. Boardman, John, Jasper Griffi n, and Oswyn Murray, eds. Oxford History of the Roman World. Oxford and New York: Oxford University Press, 1991. Boatwright, Mary T., Daniel J. Gargola, and Richard J. A. Talbert. A Brief History of the Romans. New York: Oxford University Press, 2006. Connolly, Peter. Greece and Rome at War. London: Greenhill Books, 2006. Constable, Nick. Historical Atlas of Ancient Rome. New York: Facts on File, 2003. Cornell, Tim, and John Mathews. Atlas of the Roman World. New York: Facts on File, 1986. Creighton, Mandell. A Primer History of Rome. 1855. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2001. Goldsworthy, Adrian. The Fall of Carthage: The Punic Wars 265–146 BC. London: Cassell, 2000. Haaren, John H., and A. B. Poland. Famous Men of Rome. Louisville, KY: Memoria Press, 2006. Holland, Thomas. Rubicon. New York: Doubleday, 2003. Jenkyns, Richard, ed. The Legacy of Rome: A New Appraisal. Oxford: Oxford University Press, 1992. Kamm, Anthony. Julius Caesar: A Life. New York: Routledge, 2006.
Lowe, Cheryl, and Leigh Lowe. Famous Men of Rome: Student Guide. 2nd ed. Louisville, KY: Memoria Press, 2006. Matyszak, Philip. The Sons of Caesar: Imperial Rome’s First Dynasty. London: Thames and Hudson, 2006. Mellor, Ronald, and Marni McGee. The Ancient Roman World. New York: Oxford University Press, 2004. Oxford Classical Dictionary. 3rd ed. Edited by Simon Hornblower and Anthony Spawforth. Oxford and New York: Oxford University Press, 1996. Also available as a CD-ROM. Oxford Dictionary of the Classical World. Edited by John Roberts. New York: Oxford University Press, 2005. Scarre, Chris. Chronicle of the Roman Emperors. London: Thames and Hudson, 1995. ———. The Penguin Historical Atlas of Ancient Rome. New York: Penguin Putnam Inc., 1995. Ward-Perkins, Bryan. The Fall of Rome. Oxford and New York: Oxford University Press, 2005. Williams, Rose. Cicero the Patriot. Wauconda, IL: Bolchazy-Carducci Publishers, 2004. ———. Cicero the Patriot: Teacher’s Manual. Wauconda, IL: Bolchazy-Carducci Publishers, 2004. ———. From Romulus to Romulus Augustulus: Roman History for the New Millennium. Bolchazy-Carducci Publishers, 2008. ———. Once Upon the Tiber: An Offbeat History of Rome. Wauconda, IL: Bolchazy-Carducci Publishers, 2007. First Published 2002 by Wimbledon Classics. Woolf, Greg, ed. Cambridge Illustrated History of the Roman World. Cambridge: Cambridge University Press, 2003.
ROMAN CULTURE AND DAILY LIFE Adkins, Lesley, and Roy Adkins. Dictionary of Roman Religion. New York: Oxford University Press, 2000. ———. Handbook to Life in Ancient Rome. New York: Oxford University Press, 1994. Allan, Tony. Life, Myth, and Art in Ancient Rome. Los Angeles: J. Paul Gett y Trust Publications, 2005. Apicius. Cookery and Dining in Imperial Rome. Edited by Joseph Dammers Vehling. New York: Dover, 1977. Baker, Alan. The Gladiator: The Secret History of Rome’s Warrior Slaves. New York: St. Martin’s Press, 2006. Baker, Charles, and Rosalie Baker. The Classical Companion. Peterborough, NH: Cobblestone Publishing, 1988. Bonner, S. F. Education in Ancient Rome from the Elder Cato to the Younger Pliny. London: Methuen, 1977. Bradley, Keith. Slavery and Society at Rome. Cambridge: Cambridge University Press, 1994. Brucia, Margaret A., and Gregory Daugherty. To Be a Roman: Topics in Roman Culture. Wauconda, IL: Bolchazy-Carducci Publishers, 2007. Buchanan, David. Roman Sport and Entertainment. London: Longman, 1976. Carcopino, Jérôme. Daily Life in Ancient Rome. New Haven and London: Yale University Press, 1968. Casson, Lionel. Travel in the Ancient World. New ed. Baltimore: John Hopkins University Press, 1994. ———. Libraries in the Ancient World. New Haven, CT: Yale University Press, 2001. Clackson, James, and Geoff rey Horrocks. The Blackwell History of the Latin Language. Cambridge: Blackwell Publishing, 2007. Clarke, J. R. Houses of Roman Italy 100 B.C.– A.D. 250. Berkeley and Los Angeles: University of California Press, 1991. Croom, A. T. Roman Clothing and Fashion. UK: Tempus Publishing, 2000. D’Ambra, Eve. Roman Art. Cambridge and New York: Cambridge University Press, 1998. ———. Roman Women. Cambridge and New York: Cambridge University Press, 2007. Goldsworthy, Adrian. The Complete Roman Army. London: Thames and Hudson, 2003.
Grant, Leigh. Rome: A Fold-Out History of Ancient Civilization. New York: Black Dog and Levanthal Publishers, 2005. Grant, Mark. Roman Cookery: Ancient Recipes for Modern Kitchens. London: Serif Publishers, 1999. Haney, L. A., and J. A. Haney. The Roman Engineers. Cambridge: Cambridge University Press, 1991. Harris, H. A. Sport in Greece and Rome. Ithaca, NY: Cornell University Press, 1972. Herbert, Kevin. Roman Imperial Coins. Wauconda, IL: Bolchazy-Carducci Publishers, 1996. Hodge, Peter. The Roman Army. White Plains, NY: Longman, 1984. ———. Roman Family Life. UK: Longman, 1984. ———. The Roman House. Rev. ed. White Plains, NY: Longman, 1976. ———. Roman Towns. Rev. ed. White Plains, NY: Longman, 1977. ———. Roman Trade and Travel. White Plains, NY: Longman, 1978. Hopkins, Keith, and Mary Beard. The Colosseum. Cambridge, MA: Harvard University Press, 2005. Humez, Alexander, and Nicholas Humez. A, B, C Et Cetera: The Life & Times of the Roman Alphabet. Boston, MA: David Gordon Publisher, 1985. Hyland, Ann. Equus: The Horse in the Roman World. New Haven, CT: Yale University Press, 1990. Jacobelli, Luciana. Gladiators at Pompeii. Los Angeles: J. Paul Gett y Trust Publications, 2004. James, Simon. Ancient Rome. Eyewitness Books. New York: Alfred A. Knopf, 1990. Jones, J. M. A Dictionary of Ancient Coins. London: Seaby, 1990. Mannix, Daniel P. The Way of the Gladiator. New York: ibooks, 2001. Massey, Michael. Roman Religion. White Plains, New York: Longman, 1984. ———. Women in Ancient Greece and Rome. New York: Cambridge University Press, 1986. Olivová, V. Sports and Games in the Ancient World. London: Orbis Publishing, 1984. Paoli, Ugo Enrico. Rome: Its People, Life and Customs. Translated by R. D. Macnaghten. New York: Longman, 1963. Piggott, S. The Druids. London: Thames and Hudson, 1982. Sims, Lesley. Roman Soldier’s Handbook. London: Usborne Books, 2006. Solway, Andrew. Rome. In Spectacular Cross-Section. Oxford: Oxford University Press, 2004. Stavely, E. S. Greek and Roman Voting and Elections. Ithaca, NY: Cornell University Press, 1972. Treggiari, S. Roman Marriage Iusti Coniuges from the Time of Cicero to the Time of Ulpian. Oxford: Clarendon Press, 1991. Wallace, Rex E. Introduction to Wall Inscriptions from Pompeii and Herculaneum. Wauconda, IL: BolchazyCarducci Publishers, 2005. Webster, G. The Roman Imperial Armies of the First and Second Centuries A.D., 3rd ed. London: A and C Black, 1985. Westlake, Susan. The Development of the Roman Alphabet. Oxford, OH: American Classical League TMRC, n.d. Yavetz, Z. Slaves and Slavery in Ancient Rome. New Brunswick, NJ: Transaction Books, 1988.
ROMAN ARCHEOLOGY, ARCHITECTURE, AND ART Aicher, Peter J. Guide to the Aqueducts of Ancient Rome. Wauconda, IL: Bolchazy-Carducci Publishers, 1995. ———. Rome Alive: A Source Guide to the Ancient City. 2 vols. Wauconda, IL: Bolchazy-Carducci Publishers, 2004. Amery, Colin, and Brian Curran Jr. The Lost World of Pompeii. Los Angeles: J. Paul Gett y Trust Publications, 2002. Teacher’s Manual • Resource List •
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Augenti, Andrea, ed. Art and Archeology of Rome. New York: Riverside Book Company, 2000. Boardman, John. Oxford History of Classical Art. Oxford: Oxford University Press, 1997. Campbell, Ann. Roman Art and Architecture. Rev. ed. Boulder, CO: Alarion Press, 1999. Coarelli, Fillipo. Rome and Environs: An Archeological Guide. Translated by James J. Clauss and Daniel P. Harmon. Berkeley and Los Angeles: University of California Press, 2008. Connolly, Peter. Pompeii. New York: Oxford University Press, 1990. Corbishley, Mike. Illustrated Encyclopedia of Ancient Rome. Los Angeles: J. Paul Gett y Trust Publications, 2004. Davis, John T. and Deborah C. Wood. Monumenta Romana Nostra, Slide lectures, complete set. 1995. Revised, Wauconda, IL: Bolchazy-Carducci Publishers, 1997. ———. Monumenta Romana Nostra: Roman Baths, Slide lecture. 1995. Revised, Wauconda, IL: BolchazyCarducci Publishers, 1997. ———. Monumenta Romana Nostra: The Forum in Rome and the Provinces, Slide lecture. 1995. Revised, Wauconda, IL: Bolchazy-Carducci Publishers, 1997. ———. Monumenta Romana Nostra: The Roman Basilica, Slide lecture. 1995. Revised, Wauconda, IL: Bolchazy-Carducci Publishers, 1997. ———. Monumenta Romana Nostra: The Roman Forum, Slide lecture. 1995. Revised, Wauconda, IL: Bolchazy-Carducci Publishers, 1997. ———. Monumenta Romana Nostra: The Roman Temple, Slide lecture. 1995. Revised, Wauconda, IL: Bolchazy-Carducci Publishers, 1997. Deiss, Joseph Jay. Herculaneum: Italy’s Buried Treasure. Revised and updated. New York: Harper Collins, 1985. de Franciscus, A. Pompeii: Monuments Past and Present. Los Angeles: J. Paul Gett y Trust Publications, 2000. D’Espouy, Hector, ed. Greek and Roman Architecture in Classic Illustrations. Mineola, NY: Dover Publications, 1999. Dickison, Sheila K., and Judith P. Hallett, eds. Rome and Her Monuments. Wauconda, IL: Bolchazy-Carducci Publishers, 2000. Heintze, Helga von. Roman Art. New York: Universe Books, 1971. Lewis, Jon E., ed. Mammoth Book of Eyewitness Ancient Rome. New York: Carroll and Graf, 2003. Ling, Robert. Roman Painting. Cambridge: Cambridge University Press, 1991. Lovell, Isabel. Stories in Stone from the Roman Forum. Rockville, MD: Wildside Press, 2007. Macaulay, David. City: A Story of Roman Planning and Construction. Boston, MA: Houghton Miffl in, 1971. MacDonald, William L. The Architecture of the Roman Empire: An Urban Appraisal New Haven CT: Yale University Press, 1988. MacKendrick, Paul. The Mute Stones Speak: The Story of Archeology in Italy. 2nd ed. New York: W. W. Norton, 1984. Millard, Anne. Welcome to Ancient Rome. Edited by Jane Chisolm. London: Usborne Publishing, 1987. Staccioli, R. A. Ancient Rome: Monuments Past and Present. Los Angeles: J. Paul Gett y Trust Publications, 2000. ———. The Roads of the Romans. Los Angeles: J. Paul Gett y Trust Publications, 2004. Walker, Susan. Roman Art. Cambridge: Harvard University Press, 1991. Wheeler, Mortimer. Roman Art and Architecture. 4th ed. New York: Praeger Publishers, 1969. Winkes, Rolf. Classical Collection: Roman Paintings and Mosaics. Providence, RI: Museum of Art. Rhode Island School of Design, 1982.
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LATE EMPIRE, EARLY CHRISTIANITY, AND MIDDLE AGES Augustine. Confessions. Oxford World’s Classics, Translated by Henry Chadwick. Reprint, New York: Oxford University Press, 1998. ———. Augustine: The City of God against the Pagans. Translated by R. W. Dyson. Cambridge Texts in the History of Political Thought. Cambridge: Cambridge University Press, 1998. ———. Augustine: Political Writings. Translated by E. M. Atkins and Robert J. Dodaro. Cambridge Texts in the History of Political Thought. Cambridge: Cambridge University Press, 2001. Barbero, Alessandro. The Day of the Barbarians: The Battle That Led to the Fall of the Roman Empire. Translated by John Cullen. New York: Walker and Company, 2007. Barnes, Timothy D. Athanasius and Constantius: Theology and Politics in the Constantian Empire. Cambridge, MA: Harvard University Press, 1993. Boethius. The Consolation of Philosophy. Translated by Victor Watts. Rev. ed. London: Penguin Books, 1999. Bowersock, G. W., and Peter Brown. Late Antiquity: A Guide to the Post Classical World. Harvard University Press Reference Library. Cambridge, MA: Belknap Press, 1999. Bowman, Alan, Averil Cameron, and Peter Garnsey, eds. The Crisis of Empire, AD 193–337. 2nd ed. Volume 12. The Cambridge Ancient History. Cambridge: Cambridge University Press, 2005. Brown, Peter. Augustine of Hippo: A Biography. Rev. ed. Berkeley and Los Angeles: University of California Press, 2000. ———. The World of Late Antiquity AD 150–750. New York: W. W. Norton, 1989. Cameron, Averil. The Later Roman Empire. A.D. 284–430. Cambridge, MA: Harvard University Press, 1993. Cameron, Averil, Bryan Ward-Perkins, and Michael Whitby, eds. Late Antiquity: Empire and Successors, AD 425–600. Volume 14. The Cambridge Ancient History. Cambridge: Cambridge University Press, 2001. Cameron, Averil, and Peter Garnsey, eds. The Late Empire, AD 337–425. Volume 13. The Cambridge Ancient History. Cambridge: Cambridge University Press, 1997. Chadwick, Henry. The Church in Ancient Society: From Galilee to Gregory the Great. Oxford: Oxford University Press, 2001. Corbishley, Mike. The Middle Ages: Cultural Atlas for Young People. Rev. ed. New York: Facts on File, 2003. Doran, Robert. Birth of a Worldview: Early Christianity in its Jewish and Pagan Context. Lanham, MD: Rowman and Litt lefield, 1999. Edwards, Mark. Constantine and Christendom: The Oration to the Saints. The Greek and Latin Accounts of the Discovery of the Cross. The Edict of Constantine to Pope Silvester. Liverpool: Liverpool University Press, 2003. Ferguson, Everett, ed. Encyclopedia of Early Christianity. London: Garland Publishing, 1990. Godfrey, A. W., ed. Medieval Mosaic: A Book of Medieval Latin Readings. Wauconda, IL: Bolchazy-Carducci Publishers, 2003. Grant, Michael. Constantine the Great: The Man and His Times. New York: Charles Scribner’s Sons, 1994. ———. The Fall of the Roman Empire. New York: Charles Scribner’s Sons, 1997. ———. The Collapse and Recovery of the Roman Empire. London and New York: Routledge, 1999. Harrison, F. E., ed. Millennium: A Latin Reader A.D. 374–1374. Reprint, Wauconda, IL: Bolchazy-Carducci Publishers, 2001. Heather, Peter. The Fall of the Roman Empire: A New History of Rome and the Barbarians. New York: Oxford University Press, 2007. Holmes, George. The Oxford History of Medieval Europe. Oxford: Oxford University Press, 2001. Hopkins, Keith. A World Full of Gods: Pagans, Jews and Christians in the Roman Empire. London: Weidenfeld and Nicolson, 1999.
Howarth, Patrick. Attila King of the Huns: Man and Myth. New York: Barnes & Noble Books, 1995. Jones, Terry. Barbarians. London: BBC Books, 2006. Kulikowski, Michael. Rome’s Gothic Wars: From the Third Century to Alaric. Cambridge: Cambridge University Press, 2007. Lee, A. D., ed. Pagans and Christians in Late Antiquity: A Sourcebook. London: Routledge, 2000. MacMullen, Ramsay, and Eugene N. Lane. Paganism and Christianity, 100–425 C.E.: A Sourcebook. Minneapolis: Fortress Press, 1992. Mantello, Frank, and Arthur G. Rigg. Medieval Latin. An Introduction and Bibliographical Guide. Washington, DC: The Catholic University of America Press, 1996. McEvedy, Colin. The New Penguin Atlas of Medieval History. Rev. ed. New York: Penguin Group, 1992. Newman, Paul B. Daily Life in the Middle Ages. Jefferson, NC: McFarland and Company, 2001. Smith, Jonathan Z. Drudgery Divine: On the Comparison of Early Christianities and the Religions of Late Antiquity. Chicago: University of Chicago Press, 1990. Stambaugh, John. E., and David Balch. The New Testament in its Social Environment. Philadelphia: Westminster Press, 1986. Thompson, A. E. The Huns. Oxford: Blackwell Publishing, 1999. Todd, Malcolm. The Early Germans. Malden, MA: Blackwell, 2004. Wells, Colin. Sailing from Byzantium: How a Lost Empire Shaped the World. NY: Bantam Dell, 2006. Williams, Rose. The Lighter Side of the Dark Ages. London and New York: Anthem Press, 2006. Wolfram, Herwig. History of the Goths. Translated by Thomas J. Dunlap. Berkeley and Los Angeles: University of California Press, 1988. ———. The Roman Empire and Its Germanic Peoples. Translated by Thomas J. Dunlap. Berkeley and Los Angeles: University of California Press, 1997. Young, Frances, Lewis Ayres, and Andrew Louth, eds. The Cambridge History of Early Christian Literature. Cambridge: Cambridge University Press, 2004.
CLASSICAL PERSPECTIVES Highet, Gilbert. The Classical Tradition. New York: Oxford University Press, 1957. Kopff, E. Christian. The Devil Knows Latin: Why America Needs the Classical Tradition. Wilmington, DE: ISI Books, 1999. Maybury, Richard J. Ancient Rome: How It Affects You Today. Placerville, CA: Bluestocking Press, 1995. Murphy, Cullen. Are We Rome? New York: Houghton Miffl in, 2007. Simmons, Tracy Lee. Climbing Parnassus: A New Apologia for Greek and Latin. Wilmington, DE: ISI Books, 2002.
MAPS, POSTERS, AND CHARTS Available from American Classical League TMRC. Miami University, Oxford, OH. Map of Roman Empire; Map of Roman Italy; Rome, Central Archeological Area; Roma Archaica. Circus Maximus, Colosseum; Constitution Preamble; Latin Abbreviations; Latin Phrases in Common Use; Legal Terms, Pantheon; Pompeii; Promotional Posters: Latin Is. Derivative Tree Chart; Loan Word Chart; Romance Language Chart; Skeleton Chart. Available from L and L Enterprises, Elmhurst, IL. Ancient Civilization Wall Map (small and large size).
Using Latin Phrases; The Fabulous Five; Latin Promotional Mini-posters; Pater Noster; Pledge of Allegiance; Roman Scenes and Proverbs; Seven Hills of Rome; Remembering the Cases. Available from Aims International Books, Cincinnati, OH. Quo Modo Sentis Hodie Poster.
ADDITIONAL ITEMS Available from Bolchazy-Carducci Publishers, Mundelein, IL. Latin Buttons. Available from American Classical League TMRC. Miami University, Oxford, OH. Latin-related CDs, DVDs, tapes, soft ware; coins; greeting cards; games; accessories and jewelry; mimeographs; historical novels; Latin readers; and Junior Classical League items. Available from L and L Enterprises, Elmhurst, IL. Latin knowledge cards, British Museum book of postcards of Ancient Greece and of Rome. Latin-related activity books; buttons; coloring books; key chain tags; note cards; origami projects; pencils; puzzle books; rulers; stampers; stickers; stuffed animals; tattoos; tote bags; and T-shirts.
MISCELLANEOUS Available from American Classical League TMRC. Miami University, Oxford, OH. 2006 Updated Survey of Audio-Visual Materials and Textbooks in the Classics. 2007 Edition of ACL Soft ware Directory for the Classics.
WEBSITES For a regularly updated list of website resources, check http://www.lnm.bolchazy.com.
PROFESSIONAL ORGANIZATIONS Most of these organizations offer a journal that teachers will fi nd beneficial. Consult the organization’s website to learn more. American Classical League (ACL) American Classical League: Teaching Materials and Resource Center (TMRC) *ACL Sponsored Activities: Junior Classical League National Committee for Latin and Greek National Greek Exam National Junior Classical League National Latin Exam National Senior Classical League National Mythology Exam American Council on the Teaching of Foreign Languages (ACTFL) American Philological Association (APA) Archeological Institute of America (AIA) Teacher’s Manual • Resource List •
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Classical Association of Canada Classical Association of New England (CANE) Classical Association of the Atlantic States (CAAS) Classical Association of the Middle West and South (CAMWS) Classical Association of the Pacific Northwest (CAPN) Classical Association of the Southwestern United States (CASUS) Computer Assisted Language Instruction Consortium (CALICO) Joint Association of Classical Teachers (JACT) Vergilian Society In addition, many states and cities have classics-related organizations.
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TEACHER NOTES
STUDENT TEXTBOOK WITH EXERCISE ANSWERS, STANDARDS CORRELATIONS, ORAL EXERCISES, ORAL EXERCISE CORRELATIONS, WORKBOOK EXERCISE CORRELATIONS, ANCILLARY CORRELATIONS, COMPREHENSION QUESTIONS AND ANSWERS, TEACHING TIPS, TEACHER BY THE WAY NOTATIONS, AND HOW TO USE THIS BOOK
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Teacher’s Manual • Student Text with Exercise Answers • i
LATIN FOR THE NEW MILLENNIUM Series Information LEVEL ONE Student Text (2008) Student Workbook (2008) Teacher’s Manual (2008) Teacher’s Manual for Student Workbook (2008) ANCILLARIES From Romulus to Romulus Augustulus: Roman History for the New Millennium (2008) The Original Dysfunctional Family: Basic Classical Mythology for the New Millennium (2008) LEVEL TWO Student Text (2009) Student Workbook (2009) Teacher’s Manual (2009) Teacher’s Manual for Student Workbook (2009) ANCILLARIES From Rome to Reformation: Early European History for the New Millennium (2009)
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The Clay-footed SuperHeroes: Mythology Tales for the New Millennium (2009) —————————————————————— ELECTRONIC RESOURCES
Milena Minkova and Terence Tunberg
(See page 445 for detailed description) www.lnm.bolchazy.com Quia Question Bank Latin-only Villa in Teen Second Life™ Carpe Praedam
ii–iii • Latin for the New Millennium
Bolchazy-Carducci Publishers, Inc. Mundelein, Illinois USA
CONTENTS Series Editor: LeaAnn A. Osburn Volume Editors: Elisa C. Denja, LeaAnn A. Osburn Contributing Editors: Timothy Beck, Judith P. Hallett, Laurie Haight Keenan, Karen Lee Singh, Donald E. Sprague, Rose Williams, Vicki Wine Historical Timeline: Jayni Reinhard Cover Design & Typography: Adam Phillip Velez Cover Illustration: Roman Forum © Bettmann/CORBIS Other Illustrations: Photo Credits appear on pp. 431–434 Cartography: Mapping Specialists Indexing: Michael Hendry Proofreader: Gary Varney Latin for the New Millennium Student Text, Level 1
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii AUTHORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii EDITORS, CONSULTANTS, AND PILOT TEACHERS . . . . . . . . . . . . . . . . . xix INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xxiii Alphabet Pronunciation of Latin Overview of Roman History Beginnings of Latin Literature CHAPTER 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Reading: “Romulus and Remus” Language Facts: Parts of Speech; Nouns: Number, Gender, Case (Nominative and Accusative); First Declension Nouns Talking: Saying Hello
Milena Minkova and Terence Tunberg ©2008 Bolchazy-Carducci Publishers, Inc. All rights reserved Bolchazy-Carducci Publishers, Inc. 1570 Baskin Road Mundelein, Illinois 60060 www.bolchazy.com
CHAPTER 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Reading: Plautus, “The Menaechmi Twins” Language Facts: First and Second Conjugation Verbs; Principal Parts; Properties of Verbs: Number, Person, Tense, Stem; Infi nitive; Subject and Verb Agreement Talking: Gett ing Acquainted
Printed in Canada
2009 by Friesens
ISBN 978-0-86516-560-1 —————————————————————————————————————— Library of Congress Cataloging-in-Publication Data Minkova, Milena. Latin for the new millennium : student text, level 1 / Milena Minkova and Terence Tunberg. p. cm. Includes bibliographical references. ISBN 978-0-86516-560-1 (v. 1 : hardbound : alk. paper) 1. Latin language-Grammar. I. Tunberg, Terence. II. Title. PA2087.5.M562 2008 478.2’421--dc22 2008014705
CHAPTER 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Reading: Terence, “Two Brothers” Language Facts: Second Declension Masculine -us, -er, -ir Nouns; Genitive Case; Vocative Case; Prepositional Phrases Talking: In the Classroom REVIEW 1: CHAPTERS 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Considering the Classical Gods: Mars, Jupiter, Juno Connecting with the Ancient World: Slavery in Ancient Rome Exploring Roman Comedy: Roman Productions and Modern Renditions by William S. Anderson, Professor of Classics Emeritus, University of California Berkeley, Berkeley, California Mīrābile Audītū: Phrases and Quotations Relating to the Comic Tradition • v •
Teacher’s Manual • Student Text with Exercise Answers • iv–v
CHAPTER 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Reading: Cicero, “The Deserter Wants a Reward” Language Facts: Second Declension Neuter Nouns; Dative Case; First and Second Declension -us, -a, -um Adjectives; Agreement of Nouns and Adjectives Talking: Discussing Homework
CHAPTER 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Reading: Sallust, “The Catilinarian Conspiracy” Language Facts: Fourth Conjugation Verbs: Present Active and Passive Tense, Present Active and Passive Infi nitive; Th ird Declension Neuter Nouns; Th ird Declension I-Stem Nouns Talking: Gett ing Dressed for a Party
CHAPTER 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Reading: Cicero, “Cicero Writes to Terentia” Language Facts: First and Second Conjugation Verbs: Present Passive Tense, Present Passive Infi nitive; Ablative of Agent; First and Second Declension -er Adjectives Talking: Discussing Occupations
REVIEW 3: CHAPTERS 7–9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Considering the Classical Gods: Apollo Connecting with the Ancient World: Roman Att ire Exploring Roman Government: Politics in Greece, Rome, and the United States by Josiah Ober, Professor of Classics and Political Science, Stanford University, Stanford, California Mīrābile Audītū: Phrases and Mottoes Relating to Government and Democracy
CHAPTER 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 Reading: Caesar, “The Druids” Language Facts: Present Tense and Present Infi nitive of Sum and Possum; Complementary Infi nitive; Transitive and Intransitive Verbs Talking: Preparing for a Test REVIEW 2: CHAPTERS 4–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Considering the Classical Gods: Neptune, Pluto, Vesta, and Ceres Connecting with the Ancient World: Roman Marriage Exploring Roman Families: Parents and Children Then and Now by Jacqueline Carlon, Assistant Professor of Classics, University of Massachusetts, Boston, Massachusetts Mīrābile Audītū: Phrases, Mottoes, and Abbreviations Relating to Life in the Twenty-First Century
CHAPTER 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Reading: Vergil, “The Trojan Horse” Language Facts: Th ird Conjugation -iō Verbs: Present Active and Passive Tense, Present Active and Passive Infi nitive; Th ird Declension Adjectives; Substantive Adjectives Talking: The Morning Before a Test CHAPTER 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Reading: Vergil, “Queen Dido of Carthage” Language Facts: Imperfect Active and Passive Tense of All Conjugations; Imperfect Tense of Sum and Possum; Enclitics Talking: Traveling to School
CHAPTER 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Reading: Catullus, “My Girl’s Sparrow” Language Facts: Th ird Declension Masculine and Feminine Nouns; Indirect Statement: Accusative and Infi nitive Talking: In the Cafeteria
CHAPTER 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Reading: Livy, “Mucius Scaevola” Language Facts: First, Second, and Th ird Person Personal Pronouns; First and Second Person Possessive Adjectives; Declension of vīs Talking: Discussing the Weather
CHAPTER 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Reading: Nepos, “Themistocles Saves the Greeks” Language Facts: Th ird Conjugation Verbs: Present Active and Passive Tense, Present Active and Passive Infi nitive; Ablatives of Manner, Instrument, Separation, Place from Which, Place Where; Accusative of Place to Which Talking: After School Activities
REVIEW 4: CHAPTERS 10–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Considering the Classical Gods: Mercury Connecting with the Ancient World: Roman Food Exploring the Myth of the Trojan Horse: Never Look a Gift Horse in the Mouth by Bonnie A. Catto, Professor of Classics, Assumption College, Worcester, Massachusetts Mīrābile Audītū: Phrases and Quotations Relating to War and Peace
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Contents • vii
CHAPTER 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Reading: Horace, “An Encounter with a Boor” Language Facts: Present Tense Positive and Negative Imperatives; First and Second Person Personal Pronouns, Genitive Case; Th ird Person Possessive Pronoun and Adjective Talking: Late for School CHAPTER 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Reading: Ovid, “Pyramus and Th isbe” Language Facts: First and Second Conjugation Verbs: Future Active and Passive Tense; Future Tense of Sum and Possum; Relative Pronouns; Relative Clauses Talking: Chatt ing on the Internet CHAPTER 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Reading: Seneca, “Reflections on Growing Old” Language Facts: Th ird and Fourth Conjugation Verbs: Future Active and Passive Tense; Interrogative Pronouns and Adjectives Talking: A Trip to the Country REVIEW 5: CHAPTERS 13–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 Considering the Classical Gods: Minerva, Diana, Venus Connecting with the Ancient World: Roman Cities and Roads Exploring Roman Law: The Justice System in Ancient Rome by James G. Keenan, Professor of Classics, Loyola University Chicago, Chicago, Illinois Mīrābile Audītū: Phrases and Quotations Relating to Legal Matters
CHAPTER 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Reading: Apuleius, “Cupid and Psyche” Language Facts: Future Perfect Active Tense of All Conjugations; Future Perfect Tense of Sum and Possum; Fift h Declension Nouns Talking: Going to the Dentist REVIEW 6: CHAPTERS 16–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Considering the Classical Gods: Bacchus Connecting with the Ancient World: Gladiatorial Games Exploring Roman Disasters: Earth, Air, Fire, and Water by John E. Thorburn, Associate Professor of Classics, Baylor University, Waco, Texas Mīrābile Audītū: Quotations Relating to Att itudes toward and Coping with Misfortunes CHAPTER 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 Reading: Ammianus, “The Huns” Language Facts: Perfect Passive Participle; Perfect Passive Tense of All Conjugations; Review of Principal Parts of Verbs; Demonstrative Pronoun and Adjective Hic Talking: Cleaning the House CHAPTER 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 Reading: Augustine, “An Adolescent Th ief” Language Facts: Pluperfect Passive Tense of All Conjugations; Perfect Active and Passive Infi nitives; Demonstrative Pronoun and Adjective Ille Talking: Going Shopping
CHAPTER 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Reading: Pliny the Younger, “The Eruption of Vesuvius” Language Facts: Perfect Tense Verbs; Perfect Stem, Perfect Active Tense of All Conjugations; Perfect Tense of Sum and Possum; Dative of Possession Talking: Relaxing at the Beach
CHAPTER 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Reading: Boethius, “The Wheel of Fortune” Language Facts: Future Perfect Passive Tense of All Conjugations; Future Active Participle; Future Active Infi nitive Talking: A Birthday Party
CHAPTER 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 Reading: Tacitus, “The Fire at Rome” Language Facts: Pluperfect Active Tense of All Conjugations; Pluperfect Tense of Sum and Possum; Fourth Declension Masculine, Feminine, and Neuter Nouns Talking: Recovering from an Accident
REVIEW 7: CHAPTERS 19–21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Considering the Classical Gods: Vulcan Connecting with the Ancient World: Roman Education Exploring Roman Libraries: Public Libraries and Their Books by T. Keith Dix, Associate Professor of Classics, University of Georgia, Athens, Georgia Mīrābile Audītū: Phrases, Quotations, and Abbreviations Relating to Schools, Libraries, and Books
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Teacher’s Manual • Student Text with Exercise Answers • viii–ix
APPENDIX A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 Chronological List of the Authors and Works Studied APPENDIX B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 Additional State Mottoes APPENDIX C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393 Grammatical Forms and Paradigms APPENDIX D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405 Latin Syntax APPENDIX E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 Historical Timeline ENGLISH TO LATIN GLOSSARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 LATIN TO ENGLISH GLOSSARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 PHOTOGRAPHY CREDITS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
LIST OF MAPS Map of the Roman World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxxii Map of the Travels of Aeneas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Map of the City of Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
FOREWORD The aurea mediocritās of Latin textbooks has arrived! Not a grammar-translation nor a reading approach book, Latin for the New Millennium is a blend of the best elements of both. The key to Latin for the New Millennium, Level 1, is the emphasis on reading Latin at the beginning of each chapter and using conversational Latin at the end of each chapter, or, as the authors indicate in the Preface, ‘it (Latin) offers you the linguistic key to the minds that shaped European (and therefore American) culture from the time of the Romans to the modern scientific revolution . . . In this book you will learn about the language, step by step by using it.’ The reading passages at the opening of each chapter are based on Latin literature and proceed in chronological order from Plautus to Boethius. Each reading is supported by pre-reading and facing page vocabulary. Grammar is introduced using sentences already seen in the reading passage and, mīrābile dictū, there are plenty of exercises. The Vocabulary to Learn, chosen from the adapted reading passage, thus contains some Advanced Placement literature-based words and is reiterated consistently in the exercises and other short reading passages. Something not seen in most Latin textbooks is the conversational dialogue at the end of each chapter. Th is will pique the student’s interest in the Latin version of modern-day activities and meet certain classical language standards directly. The authors, Milena Minkova and Terence Tunberg, professors at the University of Kentucky at Lexington, are the directors of the hugely popular Conventiculum Lexintoniense, the annual summer program that has been running for more than ten years. They are also on the faculty of the Conventiculum Bostoniense, a similar program that draws participants to experience conversational Latin in different geographical settings. At the 2007 American Classical League Institute at Vanderbilt University, I participated in a conversational Latin workshop presented by Minkova and Tunberg. Though the participants were seasoned Latin teachers, most were experiencing for the fi rst time the tried and true methods these two experts were using to inspire us to speak Latin. By the end of the workshop, we could converse in familiar Latin phrases and saw how useful this could be for our own students. Tunberg’s and Minkova’s leadership in these summer programs made them uniquely well suited to design the conversational dialogues in Latin for the New Millennium and the copious oral exercises that are contained only in the teacher manual, thus allowing teachers to pick and choose which exercises best meet the needs of their own students. Th is book with its range of offerings will appeal to all types of language students and will allow teachers to bring the many facets of the Roman and post-Roman world into the classroom. How wonderful it is to see a passage of adapted Plautus in Chapter 2, a prose adaptation of Catullus’ passer poem in Chapter 7, of Horace’s satire on the boor in Chapter 13, and even of Tacitus’ description of the great fi re in Rome in Chapter 17. Roman culture is embodied in each of these passages, thus meeting another classical language standard. Accompanying each passage is a quotation or motto, connected to the passage or chapter.
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All of this said, Latin for the New Millennium is student friendly. Study tips, rhymes, and mnemonics abound in each chapter and little sections called “By the Way” offer additional information for those who always want to know more. The unit review sections are truly gems! After three chapters, a Latin review chapter provides not just the complete list of Vocabulary to Learn and plentiful exercises but often another piece of adapted literature to read—snippets of Martial or Petronius and more. But this is not all. A section called “Considering the Classical Gods” offers high-interest readings in both English and Latin on the pantheon of classical gods. Another section, entitled “Connecting with the Ancient World,” provides in English additional information on a particular aspect of Roman life contained within the unit. Capping each review unit is a distinctive essay that explores Roman and modern topics, each written by a university scholar. From the University of Massachusetts to Stanford University, and many places in between, these professors have contributed their special expertise on subject matter related to the chapters. I know of no other book that does this! There are many useful photographs and maps appropriately placed throughout. The reproductions of fi ne art and photographs of archaeological sites provide a visual learning experience as well. Needless to say, there are appendices on grammar and syntax and English to Latin and Latin to English glossaries with an added section on various mottoes. The authors, editors, consultants, and pilot teachers have done a superior job of organizing this book for maximum usefulness and effectiveness. Th is unique series will include the following: Level 1 Student Text, Level 1 Student Workbook, Level 1 Teacher’s Manual, and Level 1 Workbook Teacher’s Manual; Level 2 Student Text, Level 2 Student Workbook, Level 2 Teacher’s Manual, and Level 2 Workbook Teacher’s Manual. Many online and electronic resources will also accompany this series. Latin for the New Millennium has been thoughtfully designed for and with the twenty-fi rst century student in mind. Please join me in heralding the appearance of this unique new series that will improve and enhance the study of Latin for the twenty-fi rst century. Paul Properzio Boston Latin Academy 2008
PREFACE Learning Latin helps you learn English and other languages better, and, perhaps even more importantly, it offers you the linguistic key to the minds that shaped European (and therefore American) culture from the time of the Romans to the modern scientific revolution. Latin was the language these people used to express themselves and to record their ideas in permanent form across so many centuries. In this book you will learn about the language by using it, step by step.
CHAPTER COMPONENTS READING PASSAGES Each chapter begins with a Reading Passage and notes on the facing page that will help you understand any linguistic elements you have not previously seen. These notes feature vocabulary words in an easy to follow alphabetical listing, providing you the exact meaning needed to understand the reading passage but not the full lexical entries at this point. By reading and seeing these new elements in their natural context, often you will need no explanation to understand how they function, because they appear with words you already know. The Reading Passages are adapted from authentic works of Latin literature, and they are presented in chronological order. As you complete each chapter, you will be tracing the story of Latin as a literary language and the stories of the authors who used it. In addition, you will learn about Roman culture over the periods of time in which the featured reading of each chapter was produced. VOCABULARY TO LEARN The Vocabulary to Learn repeats some words encountered in the Reading Passage for each chapter, but in this section the words are listed by parts of speech instead of alphabetically and here the full lexical entry is given. These are words you will need to memorize in order to recognize and use them throughout the remainder of the book. In order to aid you in recognizing connections between Latin words and the English words derived from or related to them, a derivative exercise follows each Vocabulary to Learn. LANGUAGE FACTS AND EXERCISES In the body of each chapter you will fi nd simple explanations of the Language Facts featured in the chapter reading passage, along with many different exercises that allow you to use all the information you are learning. By doing the exercises in each chapter and in the student workbook, you will not only be reading and writing Latin, you’ll be speaking it! Some exercises involve oral exchanges with the teacher and with other students. Because Latin communicates thought, it is a living thing. Therefore, a person who gains an active working knowledge in the language, along
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with a reading ability, is more likely to progress quickly to a deeper understanding of the language and the enjoyment of its literature. If you have an oral facility and can write in a language, you will not need to be reminded about forms and grammatical rules so often. In this book you will acquire that active facility as a basic part of learning the language.
ASPECTS OF ROMAN LIFE Next you will fi nd a reading in English on an important aspect of Roman daily life. Th is section, entitled Connecting with the Ancient World, will present additional information on a topic encountered in the previous chapters.
CONVERSATIONAL LATIN Toward the end of each chapter there is a Latin dialogue in which a group of modern students are the participants. They discuss, in Latin, situations often encountered in our daily lives. In these dialogues, you will find a bridge between our lives and the thoughts of the ancient, medieval, or renaissance authors who wrote in Latin—a bridge constructed of the same basic language, Latin.
EXPLORING ROMAN AND MODERN LIFE Following the section on daily life, there will be a short essay in English that compares and contrasts some aspect of Roman and American life and illustrates a way in which Latin is a part of our life today. Each of these essays has been written by a university scholar with special expertise in this field of study.
OTHER FEATURES In each chapter you will fi nd other interesting matter that will help you learn and enjoy Latin.
MĪRĀBILE AUDĪTŪ Each review chapter concludes with a list of Latin quotations, mottoes, phrases, or abbreviations used in English. These sayings relate to one of the unit topics.
• Memorābile Dictū The fi rst page of each chapter features a famous saying labeled Memorābile Dictū (A Memorable Th ing to Say), a Latin phrase so well known that it has become an often repeated proverb or quotation. Learning each famous saying will increase your understanding not just of Latin, but of the thoughts and ideas that were important to Romans and have continued to be an integral part of modern life. • Study Tips Each chapter contains sayings, rhymes, mnemonic devices, verses, or other information that will help you remember the various things you are learning. • By the Way You will see this phrase repeated throughout every chapter. When you see this label, you will know that additional information is being presented.
REVIEW COMPONENTS At the conclusion of every set of three chapters, there is a review containing various components: VOCABULARY TO KNOW Th is is a complete list of all the Vocabulary to Learn words presented in the three chapters, arranged by parts of speech. EXERCISES Here you will see many new exercises that will help you review and reinforce the material in the three preceding chapters. In the review exercise section there is often an additional reading passage to help you understand more about Latin literature and its heritage today.
The Latin language and Roman culture have not only inspired writers throughout the ages and influenced modern life but have also left their presence in art and archaeology. In this volume, reproductions of paintings, drawings, sculpture, mosaics, frescoes, and other artifacts from antiquity through the present abound with depictions of and references to the stories and lives of the Romans. Likewise, views of archaeological sites remind us of what Rome and its area of influence was like in ancient times. The illustrations throughout the text support the written word in visual form, thus offering you a vivid recollection of the chapter content. Each author of this book has written different sections of the textbook but both authors have benefited, throughout the composition of the textbook, from continuous mutual advice and support. M.M. and T.T. 2008
Visit www.lnm.bolchazy.com to see the electronic resources that accompany Latin for the New Millennium.
CLASSICAL MYTHOLOGY Th is section, entitled Considering Classical Mythology, includes passages on mythology, one in English and one in Latin, which tell some of the principal stories about the Greek and Roman gods. These stories reflect many of the main themes seen in literature and art from classical to modern times.
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Preface • xv
AUTHORS MILENA MINKOVA MA and PhD, Christian and Classical Philology, Pontifical Salesian University, Rome, Italy; MA and PhD, Classics, University of Sofia, Bulgaria Associate Professor of Classics, University of Kentucky, Lexington, Kentucky Milena Minkova has studied, conducted research, and taught in Bulgaria, Switzerland, Germany, Italy, the Vatican City, and the USA. Minkova has authored three book monographs: The Personal Names of the Latin Inscriptions from Bulgaria (Peter Lang, 2000); The Protean Ratio, (Peter Lang, 2001); and Introduction to Latin Prose Composition (Bolchazy-Carducci, 2007, reprint; Wimbledon, 2001). She has also published numerous articles on Latin medieval philosophy, Latin literature, Latin composition, and Latin pedagogy.
TERENCE TUNBERG BA and MA, Classics, University of Southern California; Postgraduate researcher, and doctoral student, Medieval Studies, University of London, England; PhD, Classical Philology, University of Toronto, Canada Professor of Classics, University of Kentucky, Lexington, Kentucky Terence Tunberg has taught in Belgium and Canada, as well as in the USA. He is a specialist in Latin composition, and an expert in the history of the approaches to writing Latin prose from antiquity to early modern times. His works include an edition of collection of Medieval Latin speeches, commentaries on Latin works, and numerous studies of the history of imitation in Latin writing. In addition, for more than a decade he has offered summer seminars designed to introduce people to the use of spoken Latin. • xvii •
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JOINT PUBLICATIONS BY THE AUTHORS Minkova and Tunberg have coauthored the following books: Readings and Exercises in Latin Prose Composition (Focus, 2004); Reading Livy’s Rome. Selections from Livy, Books I–VI (Bolchazy-Carducci, 2005); Mater Anserina. Poems in Latin for Children (Focus, 2006). They are the directors of the Institute for Latin Studies at the University of Kentucky, in which students study the history of Latin from ancient to modern times, and take part in seminars in which Latin is the working language of all activities. Both Minkova and Tunberg are elected fellows of the Romebased Academia Latinitati Fovendae, the primary learned society devoted to the preservation and promotion of the use of Latin.
EDITORS, CONSULTANTS, AND PILOT TEACHERS VOLUME EDITORS Elisa C. Denja Editor, Bolchazy-Carducci Publishers Baker Demonstration School, Emerita Evanston, Illinois LeaAnn A. Osburn Editor, Bolchazy-Carducci Publishers Barrington High School, Emerita Barrington, Illinois
BOARD OF CONSULTANTS Virginia Anderson Latin Teacher Illinois Virtual High School Barrington Middle School, Emerita Barrington, Illinois Jill M. Crooker Latin Teacher Pittsford-Mendon High School, Emerita Pittsford, New York Judith Peller Hallett Professor of Classics University of Maryland College Park, Maryland Sherwin D. Litt le 1–12 Foreign Language Program Leader Indian Hill High School Cincinnati, Ohio Sherrilyn Martin Chair, Department of Foreign Languages Keith Country Day School Rockford, Illinois xviii • Latin for the New Millennium
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Mary Pendergraft Professor of Classical Languages Wake Forest University Winston-Salem, North Carolina John Traupman Professor of Classics St. Joseph’s University, Emeritus Philadelphia, Pennsylvania Cynthia White Associate Professor of Classics University of Arizona Tucson, Arizona Rose Williams McMurry College, Emerita Abilene High School, Emerita Abilene, Texas Donna Wright Latin Teacher Lawrence North and Lawrence Central High Schools Indianapolis, Indiana
PILOT TEACHERS Jeremy M. Walker Latin Teacher Crown Point High School Crown Point, Indiana Lanetta Warrenburg Latin Teacher Elgin High School Elgin, Illinois
• xix •
VOLUME EDITORS ELISA C. DENJA BA Marygrove College, Detroit, Michigan; MA Columbia University; MA Loyola University Chicago Elisa Denja taught Latin at North Chicago High School and Baker Demonstration School in Evanston, Illinois for many years while concurrently teaching classical mythology at Loyola University of Chicago and in the gifted-distance learning program at Northwestern University. Elisa was awarded the Illinois Latin Teacher of the Year award in 1992 and the Illinois Lifetime Achievement Award in 2007. LEAANN A. OSBURN BA Monmouth College, Illinois; MA Loyola University Chicago While teaching Latin for many years at Barrington High School in Barrington, Illinois, LeaAnn served as both vice-president and president of the Illinois Classical Conference. LeaAnn received the Illinois Latin Teacher of the Year award in 1989, the Illinois Lt. Governor’s Award in 1990, and the Classical Association of the Middle, West, and South Good Teacher Award in 1996.
BOARD OF CONSULTANTS VIRGINIA ANDERSON BA Loyola University Chicago; MAT St. Xavier University Virginia Anderson taught Latin for thirty years in private and public high schools and middle schools in the Chicagoland area. In 1999 she was awarded the Lt. Governor’s Award for Enhancement of the Teaching Profession and in 2003 was named Illinois Latin Teacher of the Year. JILL M. CROOKER BA University of Illinois; MSEd Nazareth College of Rochester, New York Jill Crooker taught Latin for many years at Pittsford-Mendon High School in Pittsford, New York. She has served as the College Board Advisor to the AP Latin Test Development Committee and in 1996 received the Morton E. Spillenger Award for Distinguished Leadership to the Classical Association of the Empire State. In 2003 she received the ACL Merita Award and in 2006 an Ovatio from the Classical Association of the Atlantic States. JUDITH PELLER HALLETT BA Wellesley; MA, PhD Harvard University In addition to studying at the American Academy in Rome, the Institute of Classical Studies in London, and the University of Maastricht in Holland, Judith Hallett is a former president of the Classical Association of the Atlantic States and Vice-President for Outreach of the American Philological Association. She was named a Distinguished Scholar-Teacher in 1992 by the University of Maryland. xx • Latin for the New Millennium
SHERWIN LITTLE BA University of Cincinnati; MA University of Colorado Sherwin Little has taught Latin from sixth grade through Latin AP at Indian Hill Exempted Village School District since 1983. Sherwin has received an Ovatio from CAMWS as well as the CAMWS Good Teacher Award and the Hildesheim Vase Award from the Ohio Classical Conference in 1986 and 2007. Sherwin holds National Board Certification in World Languages Other than English and has been both Vice President and President of the American Classical League. SHERRILYN MARTIN BA Wilson College; MA, PhD University of Cincinnati Sherrilyn Martin was named Illinois Latin Teacher of the Year in 1993, was a recipient of the Lt. Governor’s Award for Foreign Language Teaching in 2001, and was named a Claes Nobel Teacher of Distinction in 2007. She is a past president of the Illinois Classical Conference and is active in the Rockford Society of the Archaeological Institute of America. Sherrilyn spent a year in independent study at the University of Thessaloniki, Greece. MARY PENDERGRAFT AB, PhD University of North Carolina, Chapel Hill After teaching at UNC-Greensboro and Duke University, Mary Pendergraft began teaching classics full-time at Wake Forest. Mary is a former President of the North Carolina Classical Association and participated in the focus group that wrote the North Carolina Standard Course of Study for Latin. JOHN TRAUPMAN BA Moravian College; MA, PhD Princeton University John Traupman is professor emeritus from St. Joseph’s University in Philadelphia where he taught for thirty-eight years. Among his many awards, John received the Distinguished Teaching Award from St. Joseph’s University in 1982, a certificate of appreciation from the Pennsylvania Department of Education in 1990, and the Special Award from the Classical Association of the Atlantic States in 1996. John Traupman is especially well-known as the author of Conversational Latin and The New College Latin and English Dictionary. CYNTHIA WHITE BA Chestnut Hill College; MA Villanova University; PhD Catholic University of America Cynthia White is the Director of the Undergraduate Latin Program and supervises teacher training and K–12 Latin Teacher Certification at the University of Arizona. She regularly teaches at the Istituto Internazionale di Studi Classici di Orvieto, the Classics Department’s Study Abroad Program in Orvieto, Italy and has studied in Rome with the Papal Latinist Reginald Foster, O.D.C.
Editors, Consultants, and Pilot Teachers • xxi
Teacher’s Manual • Student Text with Exercise Answers • xx–xxi
TEACHER NOTES ROSE WILLIAMS BA Baylor University; MA University of North Carolina, Chapel Hill In addition to postgraduate work in Latin and Humanities at the University of Dallas and the University of Texas at Arlington, on a Rockefeller Grant Rose Williams did research at the Bodleian Library, Oxford University in England and at the University of Pisa. She taught Latin for over thirty years at both high school and university levels in Texas and now is the author of more than ten books about the Classics. DONNA WRIGHT BA, MA Ball State University After teaching Latin at Carmel High School, Donna Wright currently teaches at both Lawrence North and Lawrence Central High Schools in Indianapolis, Indiana. She has been an active member of the Indiana Classical Conference, being named Creative Latin Teacher of the Year in 1976. She has also been active in the American Classical League, sponsoring a JCL chapter, and leading Italy trips for nearly twenty years. Donna also served as an officer, speaker, and board member of Pompeiiana, Inc.
PILOT TEACHERS JEREMY M. WALKER AB Wabash College; MA Indiana University Jeremy Walker has taught Latin at Crown Point High School in Crown Point, Indiana since 1995. He has served as the Co-Chair of the Indiana Junior Classical League and Membership and Public Relations Chair of the National Junior Classical League. In addition to studying in Italy at the Intercollegiate Center for Classical Studies and in Greece at the American School for Classical Studies, he was president of the Indiana Classical Conference. In 2003, Jeremy was recognized as the Latin Teacher of the Year in Indiana, and in 2004 was recognized by the Indiana State Teachers Association as a Torch of Knowledge Recipient. LANETTA WARRENBURG BA Indiana University; MAT Indiana University-Purdue University, Indianapolis Lanetta Warrenburg has taught high school English and Latin for thirty-three years at schools in Indiana and Illinois. Her last twenty-four years of teaching Latin were at Elgin High School in Elgin, Illinois. While teaching Latin there, she served as the Illinois Classical Conference chairperson for Chicago Classics Day, as co-chair for the Illinois Certamen League since 1993, and as state chair for the Illinois Junior Classical League from 1999–2001. Lanetta was honored as the Illinois Latin Teacher of the Year in 2001 and was president of the Chicago Classical Club from 2005–2007.
xxii • Latin for the New Millennium
xxii • Latin for the New Millennium
INTRODUCTION EDITOR’S NOTE The comprehension questions and answers as well as some of the Teaching Tips and Teacher by the Way notations in this teacher manual were written by Elisa C. Denja, LeaAnn A. Osburn, Karen Lee Singh, and Donald E. Sprague, classics editors/educators at Bolchazy-Carducci Publishers.
INTRODUCTION ALPHABET The Latin alphabet was derived from the Etruscan alphabet some time before the seventh century bce. The Etruscans were a people in pre-Roman Italy. Their alphabet owes much to the Greek alphabet. In turn, the Greek alphabet was derived from the Phoenician alphabet. Phoenician traders had spread their system of writing throughout the Mediterranean region. The Phoenician alphabet itself can be traced to the North Semitic alphabet, which was used in Syria and Palestine as early as the eleventh century bce, and is considered to be the earliest fully developed alphabetic writing system.
Standard 4.1
HOW TO USE THIS BOOK Please note that the pertinent national Classics standards are listed in the margin to the left or right on the same page as the reproduction of the student text. Eisemann Communication assisted in preparing the correlations of Latin for the New Millennium with the national standards. For an overview of the standards themselves and the correlations, please consult www. bolchazy.lnm.com.
TEACHING TIP The teacher may choose to use the picture of the Etruscan couple on this page and the brief mention of the Etruscan alphabet to open a discussion on what role the Etruscans played in early Roman times. Students may be directed to p. xxxii to fi nd Etruria on the map.
TEACHING TIP The teacher may wish to discuss with the students the term “Romance languages.” Many modern languages come from the language used by the ancient Romans: French, Italian, Portuguese, Spanish, Romanian, etc. Romansch (spoken by the descendants of the Raetians and one of the four official languages of Switzerland) is also derived from Latin.
TEACHER BY THE WAY
An Etruscan couple reclining on a funeral sarcophagus.
• xxiii •
Based on archeological evidence, it appears that Etruscan women were an important part of the social structure. Often the names of both mother and father were placed on funerary inscriptions. The freedom of women within society is likewise apparent on monuments where they can be seen reclining with their husbands on the same couch, attending games, and having a place of honor in the tomb itself. Notice the affectionate pose of the couple in the illustration on p. xxiii. Clearly married love was valued in Etruscan society and family life was important. Tombs also provide evidence for the style of Etruscan homes. Some of these features were borrowed by the Romans, especially the central hall and three rooms at the back. Th is type of house was known at Pompeii as well as at Rome, according to Vitruvius, author of Dē architectūrā.
TEACHING TIP The teacher may wish to have students read an English translation of Livy’s traditional account of Tanaquil, wife of Tarquinius Priscus, the fi ft h king of Rome. The independence of Etruscan women is evident in this tale. Her behavior is the antithesis of the ideas of womanly decorum held by the Romans.
Teacher’s Manual • Student Text with Exercise Answers • xxiii
TEACHING TIP Students will enjoy singing the English “alphabet” song, replacing the English letter names with the Latin letter names. Students may be instructed to clap once where there is no Latin letter name (e.g., “J”) equivalent to the English one.
Look at the English alphabet in the left column, and at the Latin alphabet in the right one. The Latin alphabet is accompanied by the names of the Latin letters (in parentheses). English Alphabet
TEACHING TIP The teacher may choose to display any Latin words (a list is provided below for the teacher’s convenience) and instruct the students to spell out the word using the Latin letter names. The students may become curious to know what the Latin words mean. Defi nitions are given below. • pars – part • nox – night • ruber – red • ēgī – I have done • familia – family • carō – flesh • dēcernō – I decide • herba – plant • Kalendae – Kalends (fi rst day of the month) • quoque – also • timor – fear • Pȳthia – Pythia (name of Apollo’s priestess) • iēcī – I threw • fēlīx - happy • ignis – fi re • mūtō – I change
Latin Alphabet
Uppercase
Lowercase
Uppercase
Lowercase
A
a
A
a
Letter Name (a “ăh”)
B
b
B
b
(be “bay”)
C
c
C
c
(ce “cay”)
D
d
D
d
(de “day”)
E
e
E
e
(e “ĕh”)
F
f
F
f
(ef)
G
g
G
g
(ge “gay”)
H
h
H
h
(ha “hah”)
I
i
I
i
(i “ee”)
J
j
K
k
K
k
(ka “kah”)
L
l
L
l
(el)
M
m
M
m
(em)
N
n
N
n
(en)
O
o
O
o
(o “ŏh”)
P
p
P
p
(pe “pay”)
Q
q
Q
q
(qu “koo”)
R
r
R
r
(er)
S
s
S
s
(es) (te “tay”)
T
t
T
t
U
u
U
u
(u “oo”)
V
v
V
v
(u consonant)
W
w (ix “eex”)
X
x
X
x
Y
y
Y
y
(upsilon)
Z
z
Z
z
(zeta “dzayta”)
The English alphabet is derived directly from the Latin alphabet. Th is accounts for the great similarities between the two alphabets. There are 26 letters in the English alphabet and 24 in the Latin. The differences are the following: • The letter W, w (which is the doubled letter v) is missing in the Latin alphabet. • The letter J, j is a more recent invention. In fact, it appears in Latin texts written during the Middle Ages and the Renaissance, as well as in many modern editions of ancient Latin texts. It is used to indicate the semi-vowel i, sometimes called consonantal i. The consonantal i is
xxiv • Latin for the New Millennium
xxiv • Latin for the New Millennium
COMPREHENSION QUESTIONS AND ANSWERS FOR PAGES XXIII–XXV Reproducible versions of the questions alone are available at www.lnm.bolchazy.com. the i at the beginning of a word before a vowel, or i between two vowels. According to this method, for example, Iūlius is written Jūlius, and Āiax is written Ājax. In this book, the letter J, j will not be used.
1. Trace the roots of the Latin alphabet from its beginnings forward. North-Semitic alphabet eleventh century bce, Phoenician alphabet, Greek alphabet, Etruscan alphabet, Latin alphabet.
• The distinction between the vowel U, u and the consonant V, v also belongs to later times. Initially, there was only one letter V, u used both for the vowel and the consonant, e.g., Vrbs, “The City,” (i.e., Rome), or uictor, “the winner.”
2. Which two letters in the English alphabet are not found in the Latin alphabet? W and J.
• However, in accord with the prevailing practice of expressing the vowel with U, u, and the consonant with V, v, in this book the two letters will be distinguished.
3. When does the letter J begin to appear in Latin? During the Middle Ages and the Renaissance. 4. Look at the Latin inscription on the sign from Pompeii (on the right of p. xxv). Find at least three Latin words. List an English word you believe is based on the Latin word. colonia — colonial, colony honoris — honor spectacula — spectacular, spectacle perpetvom — perpetual, perpetuity duovir — virile, virilit
The Latin words senātus, rēgēs, ulla, gentēs, and prīmus are engraved on this stone.
Sign from Pompeii carved on stone with Latin letters.
PRONUNCIATION OF LATIN
Standards 1.2, 4.1
VOWELS There are six vowels in Latin and their pronunciation is as follows: Long Vowel Sound
Short Vowel Sound
ā is pronounced as in “father”: ōrātor “orator”
a is pronounced as in “alike”: amō “love”
ē is pronounced like the a in “rave”: nēmō “nobody”
e is pronounced as in “pet”: bene “well”
ī is pronounced like the double e in “seen”: līmes i is pronounced as in “pit”: nihil “nothing” “boundary” ō is pronounced as in “stove”: videō “(I) see”
o is pronounced as in “often”: rosa “rose”
ū is pronounced as in “moon”: ūnus “one”
u is pronounced as in “put:” tum “then”
ӯ comes from Greek and is pronounced in length y comes from Greek. Its sound, whether long or short, somewhere between the i in “hit” and the u in “mute”: lies in between the sounds of i and u much as in the Pӯramus “Pyramus” French “sûr,” but the sound of short y is less drawn out than that of long y : lyricus “lyrical”
Introduction • xxv
Teacher’s Manual • Student Text with Exercise Answers • xxv
TEACHING TIP Students may want to know the English meanings of the Latin words in Exercises 1 and 2. The defi nitions are provided for the teacher’s convenience.
BY THE WAY Everywhere in this book long vowels are indicated by macrons, i.e., ā, ē, ī, ō, ū, ӯ, while above the short vowels there are no signs. Sometimes two words differ from each other only in the length of the vowel. For example, mālum, with a long a means “apple,” while malum with a short a means “bad thing.”
EXERCISE 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
I nourish student frog I scrape I hold I seek smooth seat journey I fear I strive
12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
wonderful I approve note I put gift I howl wolf shoemaker use syllable Pȳrene (a name)
EXERCISE 1 Repeat these words aloud after your teacher pronounces them. 1. 2. 3. 4. 5. 6.
alō alumnus rāna rādō teneō petō
7. 8. 9. 10. 11. 12.
lēnis sēdēs iter timeō nītor mīrus
13. 14. 15. 16. 17. 18.
probō nota pōnō dōnum ululō lupus
19. 20. 21. 22.
sūtor ūsus syllaba Pӯrēnē
DIPHTHONGS Diphthongs are two vowels combined in one syllable and pronounced together as one sound. There are six diphthongs in Latin: • ae much like the y in “sky”: laevus “left” • au pronounced as ou in “our”: aurum “gold” • ei pronounced as ei in “feign”: oiei! “alas!”
EXERCISE 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
summer I make level carriage I praise or forecourt or if walls and not penalty neither Carthaginian bronze poem ah to this
xxvi • Latin for the New Millennium
• eu pronounced eoo, much as if in the two words “grey blue” you were to subtract the “gr-” and the “bl-” and combine the two vowel sounds: Eurōpa “Europe” • oe pronounced as oy in “boy”: proelium “batt le” • ui pronounced nearly like “we”: hui! “oh!” It is believed that quite early, still in ancient times, the diphthongs ae and oe began to be pronounced as e. If you encounter them written aē or aë, and oē or oë, this means that they are not diphthongs and the letters should be pronounced separately: āēr, poēta. The diphthongs are always long.
EXERCISE 2 Repeat these words after your teacher pronounces them. 1. 2. 3. 4. 5. 6.
aestās aequō raeda laudō aut aula
xxvi • Latin for the New Millennium
7. 8. 9. 10. 11. 12.
seu moenia neu poena neuter Poenus
13. 14. 15. 16.
aēneus poēma hei huic
TEACHER BY THE WAY
• c is pronounced as in “come”: clārus “bright,” censeō “(I) deem,” cārus “dear.”
Historical evidence can be cited for reading the fi rst syllable of “māgnus” as naturally long, but other evidence suggests it is naturally short. Thus in some grammar books, such as the one by Gildersleeve and Lodge, we fi nd this syllable marked as long, but in other books it is treated as short.
• When b is followed by s, as in urbs “city,” the sound of b approaches that of p: a sound we might represent as urps.
TEACHING TIP
CONSONANTS
The students may also wish to fi nd out the meanings of the Latin words in Exercise 3. The defi nitions are provided for the teacher’s convenience.
• g is pronounced as in “get”: gaudium “joy,” gignō “(I) beget, (I) bear,” grātia “favor, agreeableness.” • Some think that the Romans of Cicero’s time (fi rst century bce) pronounced the two consonants ng as ngn: for example, the adjective māgnus “great,” would have been pronounced in a way that we might represent as mangnus. • k is a very rare consonant. In fact, it appears only in two words: Kalendae “the fi rst day of every month in the Roman calendar,” and in the personal name Kaeso. • q appears always in combination with u and the combination qu is pronounced as in “queen”: quattuor, “four.” • v has a sound similar to w (as in the word “wife”): videō “I see.” • The consonant u in the combination su sounds like the English w in the following four words: suēscō, “(I) become accustomed”; Suēvī, a name of a German tribe; suādeō, “(I) advise”; suāvis, “sweet.” • The letter r is trilled slightly. The sound has no exact equivalent in English, but is heard in many other European languages. The best way to make this sound is to pronounce r as in “rope,” but vibrate the end of the tongue slightly as you say it. • x is a double consonant (equivalent to cs or gs) that sounds much like the x in “six.” • z is another double consonant (equivalent to dz) and sounds almost like z in “zebra.” It begins with a slight d sound fi rst, so in pronouncing this letter you should hear dz. • ph sounds like p in “pen,” but with the addition of a slight breath of air represented by the h; th sounds like t as in “Tom,” but with the addition of a slight extra breathing represented by the h; ch sounds nearly like the combination kh. These consonants are borrowed from Greek and appear in Greek words: zephyrus “western breeze,” chorus “chorus,” theātrum “theater.” When p and t are not accompanied by h, this slight aspiration is absent. • When consonants are doubled, as in the verb aggredior, the consonantal sound is lengthened slightly.
EXERCISE 3
EXERCISE 3 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
food I take a heap I grow bud, jewel a Gaul glory Zeus library philosophy a girdle theory kidney bean paper I hide old
Repeat these words after your teacher pronounces them: 1. 2. 3. 4. 5. 6.
cibus capiō cumulus crēscō gemma Gallus
7. 8. 9. 10. 11. 12.
glōria Zeus bibliothēca philosophia zōna theōrēma
13. 14. 15. 16.
phasēlus charta cēlō antīquus
Introduction • xxvii
Teacher’s Manual • Student Text with Exercise Answers • xxvii
TEACHING TIP The teacher may wish to provide the students with some practice on syllables and stress accent. Here are some examples with the answers included for the teacher’s convenience. Underline the ultima in each word. 1. legō 2. rēgis 3. imperātor Underline the penult in each word. 1. causa 2. pūnītum 3. armātus Underline the antepenult in each word. 1. vulnerō 2. tetigī 3. sublātum Underline the penult if it is long. 1. pōnō 2. spēlunca 3. pauperis Underline the syllable that will receive the stress accent in each word. 1. ōrāculum 2. petītum 3. cōnstantia 4. exstīnctum 5. vulneris 6. solitus
ACCENT A Latin word is made up not just of letters, but also of syllables. A Latin word has as many syllables as it has vowels or diphthongs (a diphthong works like a single vowel, since it is made up of two vowels pronounced together [see diphthongs, above]). You will need to know the following terms, when learning about accent. • ultima
the last syllable in a word
• penult
the second-to-last syllable in a word
• antepenult
the third-to-last syllable in a word
So, in the word ze-phy-rus the vowel u is the ultima, y is the penult, and e is the antepenult.
RULES ABOUT THE STRESS ACCENT IN LATIN 1. The stress accent in Latin falls on either the penult or the antepenult. 2. The accent falls on the penult, if the penult is long. If the penult is short, the accent falls on the antepenult. 3. How to determine whether the penult is long or short. a. If the penult contains a long vowel (or any diphthong), the penult itself is long. You often need to learn whether the vowel in the penult is long or short as a basic element in learning a new word. A macron above the vowel will tell you that the vowel is long, while the absence of a macron will indicate a short vowel. Pronouncing the word can help you remember the vowel lengths. For example, vi-de-ō, “I see,” is pronounced vi´deō; while au-rō-ra, “dawn,” is pronounced aurō´ra; and po-pu-lus, “people” is pronounced po´pulus. b. If the vowel in the penult is followed by two or more consonants, the penult is long, no matter whether the vowel in the penult is long or short, and the accent necessarily falls on the penult. For example, do-cu-men-tum, “document,” is pronounced documen´tum. BY THE WAY The consonant x is double (cs or gs) and counts as two consonants when determining whether the penult is long. c. There is one exception to ‘b’ above. Sometimes, even when there are two consonants between the penult and the ultima, they still do not determine that the penult is long. This happens when the two consonants are a mute and a liquid. The mutes are p, b, d, t, g, c. The liquids are l, r. So, in the word pal-pe-bra, “eyelid,” the antepenult is accented (pal´pebra); the vowel of the penult is short, since it is followed by a mute and a liquid. Of course, rule ‘a’ still applies: in the word the-ā-trum, “theater,” the penult is accented (theā´trum), since it is naturally long, something we learn from the macron. xxviii • Latin for the New Millennium
xxviii • Latin for the New Millennium
TEACHING TIP EXERCISE 4 Repeat each sentence aloud after your teacher reads it. Pay attention to the pronunciation and stress accent of each word. What it is Like to Live Over a Bathhouse! (Adapted from Seneca, Moral Letter 56)
Standards 2.2, 3.1, 3.2, 4.1, 4.2
Given the passage about the bathhouse on this page and the picture from Bath, England, the teacher may wish to open a discussion about baths during Roman times. The use of the calidārium, fr īgidārium, tepidārium, and sūdārium may be explained by the teacher, and students may be encouraged to learn and/or pronounce these words.
TEACHER BY THE WAY
Ecce undique clāmor sonat! Suprā ipsum balneum habitō! Prōpōne nunc tibi omnia genera vōcum odiōsa! Fortiōrēs exercentur et manūs plumbō gravēs iactant, cum aut labōrant aut labōrantem imitantur. Gemitūs audiō, quotiēns spīritum remīsērunt. Sunt quoque ūnctōrēs et tractātōrēs. Audiō crepitum manuum umerōs ferientium: sonus quoque ictuum mūtātur: nunc enim manus pervenit plāna, nunc concava. Audiō clāmōrēs, sī fūr est in balneō dēprehēnsus. Look, there is noise sounding all around! I live above the bathhouse itself! Imagine to yourself now all the hateful types of voices! The stronger ones exercise themselves and swing their hands loaded with lead weights, while they work out—or imitate a person working out. I hear moans, every time they let go a
breath. There are also anointers and masseurs. I hear the slap of hands hitt ing shoulders and the sound of the blows changes: for sometimes the hands come flat, sometimes cupped. I hear shouting, if a thief is caught in the bathhouse. A pool from inside the Roman Baths in Bath, England.
Baths were often constructed on locations having hot or mineral springs, such as Bath in England and Bāiae, a resort town on the Bay of Naples. Modern Bath in Roman times was named after the Celtic goddess of healing, Sulis. In the fi rst century, her shrine was taken over by the Romans and she was identified with the goddess Minerva. The site was then known as Aquae Sulis Minerva. In a temple relief she is represented with a Medusalike head and a mustache! The spa contained a great bath (73 ft. by 29 ft.) and three other swimming pools: the calidārium (hot bath), tepidārium (warm bath), and fr īgidārium (cold bath). In the second century the spring was enclosed within a wooden barrel-vaulted building that housed these three pools. Hot air baths were fueled by coal fi res. A constant flow of water was directed to the pools through lead pipes, which still function today. Archeological excavations have revealed many sacred votive offerings, curse tablets, and innumerable coins at the bottom of the springs. The curse tablets, written in Latin, heaped curses on anyone suspected of wrongdoing. The ancient tradition of throwing coins accompanied by a wish still prevails today in Rome at the Trevi Fountain where tourists/visitors do the same. More information on bath complexes in Rome can be found on p. 386 of this teacher’s manual.
Introduction • xxix
Teacher’s Manual • Student Text with Exercise Answers • xxix
TEACHING TIP The teacher may wish to instruct the students to fi nd the Tiber River, which is pictured here, on the map on p. xxxii.
COMPREHENSION QUESTIONS AND ANSWERS FOR PAGE XXX–XXXI Reproducible versions of the questions alone are available at www.lnm.bolchazy.com.
Standards 2.1, 3.1, 3.2
OVERVIEW OF ROMAN HISTORY According to legend, Romulus and his twin brother Remus were set adrift on the Tiber River. A she-wolf nursed the boys until a shepherd rescued them. Upon reaching manhood, in 753 bce, the twins founded a new city near the place where they had been found by the she-wolf, on the basis of an augustō auguriō, “a favorable sighting of birds.” But Romulus killed Remus in a dispute over who would rule the new city and became its fi rst king.
1. Who were the legendary founders of Rome? Romulus and Remus. 2. According to legend, in what year was Rome founded? 753 bce. 3. Over the course of the monarchic period, how many kings ruled Rome? Seven. 4. What event occurred in 509 bce? The beginning of the Roman Republic (with two consuls in charge). 5. What is the term associated with the two leaders of the Republic? Consul. 6. Which two leaders oversaw Rome’s shift from a republic to a principate? Julius Caesar and Octavian/Augustus. A view of the Tiber River as it flows through the city of Rome.
7.
What major activity associated with empire-building took place during the principate? Territorial expansion.
8. Name two developments that characterized the late empire. Severe economic problems, internal political unrest, and/or frequent invasion by the Germanic tribes. 9. Describe Diocletian’s response to the troubles of the empire. Diocletian divided the empire into two halves, the Eastern and Western empires, in order to make ruling the empire more manageable. 10. Explain the origin of the term “vandalism.” The fi ft h century invasion and pillaging of Rome by the tribe known as the Vandals who occupied the Roman province of North Africa led to the term “vandalism” meaning wanton destruction. 11. Describe Latin’s role in the centuries after 476 ce. Latin flourished as the major literary language in the Western Roman Empire and was spread to nonRomanized places like Ireland, Scandinavia, and the New World.
TEACHING TIP The teacher may ask the students to fi nd the dates mentioned on this page in the timeline on pp. 411–414.
xxx • Latin for the New Millennium
Six other kings ruled after Romulus: Numa Pompilius, Tullus Hostilius, Ancus Martius, Tarquinius Priscus, Servius Tullius, and Tarquinius Superbus (Tarquin the Proud). After the last of these seven kings was overthrown in 509 bce, Rome became a republic, with a representative form of government headed by two consuls, elected annually. By 451 bce, the fi rst corpus of Roman law, known as the Twelve Tables, was created. In the last century bce, the Roman Republic was shaken apart by a series of civil wars. By 31 bce an autocratic regime headed earlier by Julius Caesar and later by his great-nephew Octavian brought the Republic to an end. The years from 27 bce—when Octavian assumed the title of prīnceps, “chief citizen,” as well as the name Augustus—to around 180 ce are known as the early principate, or empire. During this era Rome extended her boundaries to the British Isles in the north, North Africa in the south, Spain in the west, and the Tigris and Euphrates rivers in the east. xxx • Latin for the New Millennium
TEACHING TIP The teacher may instruct the students to locate Byzantium/Constantinople, discussed here in the second paragraph, on the map on p. xxxii.
From 180 ce onwards, in the period known as the late empire, the Roman state experienced severe economic problems and frequent invasions by Germanic tribes. Responding to the pressure of the fi rst wave of migrations, as well as internal political unrest and economic difficulties, the emperor Diocletian (ruled 284–305 ce) had already divided the Roman Empire into an Eastern and Western half, each under its own emperor—an attempt to make the vast Roman state more manageable.
TEACHING TIP The teacher may ask the students to fi nd the dates mentioned on this page in the timeline on pp. 413–414.
Th is political division of the empire actually mirrored a cultural division too: the main language of the West was Latin, while the main language of the East was Greek. Shortly afterwards the emperor Constantine (ruled 312–337 ce) established a new capital for the Eastern empire at Byzantium, which he renamed Constantinople (“the city of Constantine,” today called Istanbul). But even after this reorganization, the imperial government ultimately proved incapable of stemming the tide of the migrations, in part because the Roman army was too widely extended and could not be in so many places at once. Indeed many of the invaders were given the status of foederātī or “treaty troops.” In effect, they were allowed to occupy segments of the empire in return for protecting it. So when Alaric, King of the Visigoths sacked Rome in 410 ce, he actually had a title as a commander in the Roman army! Rome was sacked again in 455 ce by the Vandals, who had already occupied the Roman province of North Africa. The pillaging of the city of Romulus by the invaders made a profound impression on contemporaries, and to this day the term “vandalism” is a word in several languages for wanton destruction. While the Eastern empire (always more stable and economically prosperous than the West) continued to exist until 1453 ce, the Western empire was extinct as a political entity by 476 ce. In its place were Germanic kingdoms and tribes: Angles and Saxons in Britain, Visigoths in Spain, Ostrogoths in Italy, Franks and Burgundians in Gaul—to name only the major groups. The combination of these new societies with the previous inhabitants, who had been Romanized to varying degrees, would one day provide the basis for the cultures of modern Europe.
HOW TO USE THIS BOOK AND ITS ANCILLARIES Two ancillaries are available for use with this book: The Original Dysfunctional Family (abbreviated ODF) and From Romulus to Romulus Augustulus (abbreviated RRA). RRA will be particularly useful in order to help students keep the time periods of the authors and of the events the authors wrote about straight in their minds. Chapter title pages will include, when appropriate, a notation on what chapter of RRA the teacher may wish to assign.
TEACHING TIP RRA1
COMPREHENSION QUESTIONS AND ANSWERS FOR PAGES XXXI–XXXIV
But the end of the ancient Roman Empire in the West was not the end of Latin. On the contrary, during the next 1200 years Latin not only flourished as the major literary language in the territories of the former Western Roman Empire, the use of Latin was extended to regions the Romans had never occupied, including Ireland, Scandinavia, and even the New World.
Reproducible versions of the questions alone are available at www.lnm.bolchazy.com.
Standards 2.1, 3.1
BEGINNINGS OF LATIN LITERATURE Very few complete works of Latin literature produced before the mid-second century bce (i.e., before 150 bce) have survived. One reason for this loss was the tremendous popularity of the works produced in the following century by such authors as Cicero, Vergil, and Ovid. Their writings were so widely read and copied in subsequent centuries that the authors preceding them were gradually neglected. Among the major figures of early Latin literature was a freed slave from the Greek city of Tarentum named Livius Andronicus, who lived from 284–204 bce. He was known for his adaptations of Greek drama for Roman audiences, and his translation of Homer’s Odyssey into Latin verse.
The teacher may wish to assign Chapter 1 of the Roman history ancillary, From Romulus to Romulus Augustulus, at this point.
1. Whom did the Romans consider the father of Latin literature? Ennius. 2. What was Ennius’ most famous work? Its subject matter? Annālēs was an epic poem about Rome’s early history. 3. What famous Latin saying means “Carthage must be destroyed”? Carthāgō dēlenda est. 4. Who is the author of that saying? Cato the Elder/Cato the Censor.
Introduction • xxxi
5. When was Carthage said to have been destroyed? 146 bce, at the end of the third Punic war. NB: Alert students that the answers to these comprehension questions will be found on p. xxxiv.
Teacher’s Manual • Student Text with Exercise Answers • xxxi
TEACHING TIP Ask students the English equivalent of countries such as Britannia and Germānia and the English equivalent of the cities Neāpolis and Athēnae.
A full size reproducible version of this page, without the answers, can be downloaded at www.lnm.bolchazy.com.
HOW TO USE THIS BOOK Answers to reproducible activities will be given in a larger size below for the teacher’s convenience.
ANSWERS TO MAP WORK – PAGES XXXII–XXXIII 1. 2. 3. 4. 5.
Crēta, Sicilia, Corsica, Sardinia, Cyprus, Ithaca, Dēlos, Britannia. Vesuvius Mōns, Aetna Mōns, Olympus Mōns, Āppennīnus Mōns. Syria, Macedonia, Africa, Asia. mare or pontus. Asia, Eurōpa, Africa.
xxxii • Latin for the New Millennium
Standard 3.1
A full size reproducible version of this page, without the answers, can be downloaded at www.lnm.bolchazy.com. The teacher may wish to have this map enlarged when reproducing it for ease of student use in completing this activity.
HOW TO USE THIS BOOK The answers to this activity can be easily seen on the two facing pages.
Teacher’s Manual • Student Text with Exercise Answers • xxxiii
TEACHING TIP Students may be encouraged to fi nd the city of Carthage, mentioned in the second paragraph, on the map on p. xxxii.
TEACHER BY THE WAY Although the works of Ennius have been preserved only in fragments (about a thousand lines), he had a great influence on subsequent poets such as Vergil. Quotable quotes include: • a test of friendship: Amīcus certus in rē incertā cernitur (A friend in need is a friend indeed); • an application of wisdom to life: Quī ipse sibi sapiēns prōdesse nequit nēquīquam sapit (A man who himself is wise but unable to be useful to himself is wise for nothing); • the famous description of Fabius Maximus: Ūnus homō nōbīs cūnctandō restituit rem (One man by delaying restored the state for us); • and the line on Manius Curius: Quem nēmō ferrō potuit superāre nec aurō (Whom no one was able to defeat either by sword or gold). We also have preserved for us the example of excessive alliteration that has given rise to much laughter in Latin classrooms over the years: Ō Tite tūte Tatī tibi tanta, tyranne, tulistī! “O Titus Tatius you tyrant (all vocative), you brought to yourself such great (troubles)”—translated in context which plays off the more literal “. . . you took/acquired for yourself such great things.” On the other hand, he composed his own epitaph, in which his high esteem among Romans proved to be prescient: nēmō mē lacrumīs decōret neu funera flētū faxit. Cūr? Volitō vivos per ōra virum. (Let no one honor me with tears, or make a funeral pyre by weeping. Why? I fly living through the mouths of men.)
The Romans regarded Ennius (ca. 239–169 bce) as the father of Latin literature. He wrote many kinds of literary works, including plays. His Annālēs, an epic poem about the early history of Rome, was particularly renowned, and perhaps the primary epic read in Roman schools before the time of Vergil. Only fragments of his writings remain. One of Ennius’ contemporaries was the famed Cato the Censor, also known as Cato the Elder (234–149 bce), a rigidly conservative Roman senator. Most of his treatise on agriculture, called Dē agrī cultūrā, survives. It is the oldest work of Latin prose; among Cato’s recommendations here are that field slaves be treated similarly to beasts of burden. Cato is also remembered for his statement Carthāgō dēlenda est, “Carthage must be destroyed,” evidence for the Roman fear of the Carthaginians. The Romans fought three wars, known as the Punic Wars, against the Carthaginians. The fi rst ended before Cato was born; in the second, against Hannibal, Cato served with military distinction; the third ended in 146 bce, as Cato had demanded, with the destruction of Carthage. On this occasion the victorious Romans were said to have plowed salt into the Carthaginian soil. Discussions about later authors and adaptations from their writings will be presented chronologically in the chapters of this book.
TEACHER BY THE WAY Plutarch’s Life of Cato is a good source of snappy quotations att ributed to this statesman, soldier, and author. For example, while discussing the power of women, he said: “All other men rule their wives; we rule all other men, and our wives rule us.” Attempting to persuade the Roman people to forego a distribution of grain, he began his speech by saying, “It is a hard matter to argue with the belly, since it has no ears.” And to a tribune who had been accused of using poison and was trying to pass a useless bill, he said, “I know not which is worse, to drink your mixtures or to enact your bills.” xxxiv • Latin for the New Millennium
xxxiv • Latin for the New Millennium
Ancient ruins at Carthage in Africa.
CHAPTER
CHAPTER 1
1
HOW TO USE THIS BOOK The grammatical and syntactical topics that will be presented in each chapter of this book are listed at the top of the chapter title page.
P
arts of Speech; Nouns: Number, Gender, Case (Nominative and Accusative); First Declension Nouns
HOW TO USE THIS BOOK The illustration on each chapter’s title page presents a visual introduction to the Latin reading passage that will follow. Teachers may choose to discuss the illustration in order to provide the context for the reading the students will encounter on the next page.
HOW TO USE THIS BOOK On each chapter title page the phrase Memorābile Dictū (“A memorable thing to say”) will be found. Below there will be a famous phrase, quotation, abbreviation, or motto in Latin that will connect these words to the topics in the chapter.
MEMORĀBILE DICTŪ VOCABULARY populus, populī, m. – people -que – and senātus, senātūs, m. – senate
TEACHING TIP Rubens painted this picture of Romulus and Remus from 1615–1616 during what is called the Baroque period of art. The man approaching from the rear is Faustulus. The reclining figure is the god of the river Tiber.
HOW TO USE THIS BOOK AND ITS ANCILLARIES Oil painting of Romulus and Remus with the wolf. By Peter Paul Rubens (1577–1640).
MEMORĀBILE DICTŪ
SPQR: Senātus Populusque Rōmānus. “The Senate and the People of Rome.”
Standards 1.1, 2.1
Two ancillaries are available for use with this book: The Original Dysfunctional Family (abbreviated ODF) and From Romulus to Romulus Augustulus (abbreviated RRA). RRA will be particularly useful in order to help students keep the time periods of the authors and of the events the authors wrote about straight in their mind. Chapter title pages will include, when appropriate, a notation about what chapter of RRA the teacher may wish to assign.
RRA 2 and 3
These four letters form what is known as an acronym, one that symbolized supreme power in ancient Rome.
Teacher’s Manual • Student Text with Exercise Answers • 1
TRANSLATION OF LATIN PASSAGE Romulus and Remus Mars is a god. Mars loves Rhea Silvia. And so Rhea Silvia has two sons: Romulus and Remus. Amulius locks up Rhea Silvia. Amulius puts Romulus and Remus into the water. A she-wolf walks to the water. The she-wolf cares for (takes good care of) Romulus and Remus well and loves (them). Romulus and Remus grow up. Afterwards (later) Romulus and Remus build Rome.
READING Th is story describes how Rome was said to have been founded in 753 bce. King Numitor of Alba Longa was overthrown by his cruel and ambitious brother Amulius, who not only seized the throne, but so feared that one of Numitor’s male descendants might have a legitimate claim on it that he made Amulius’ daughter Rhea Silvia a priestess of the goddess Vesta. These priestesses were not allowed to marry during their childbearing years.
HOW TO USE THIS BOOK Above each Latin reading passage, information is presented in English. Th is pre-reading provides background information about the author and establishes the context of the passage the students will read.
Standards 1.1, 2.2
RŌMULUS ET REMUS 1
TEACHER BY THE WAY The teacher may wish to introduce the class to the traditional abbreviations of ad (which stands for the Latin phrase Annō Dominī, “in the year of our Lord”) and bc (which stands for the English phrase “Before Christ”). These older abbreviations continue to be used, but this book employs the abbreviations bce (Before the Common Era) and ce (Common Era).
5
Mārs est deus. Mārs Rhēam Silviam amat. Itaque Rhēa Silvia duōs fīliōs habet: Rōmulum et Remum. Amūlius Rhēam Silviam vinculīs claudit. Amūlius Rōmulum et Remum in aquam pōnit. Lupa ad aquam ambulat. Lupa Rōmulum et Remum bene cūrat et amat. Rōmulus et Remus crēscunt. Posteā Rōmulus et Remus Rōmam aedificant.
TEACHING TIP Instruct the students to locate Alba Longa on the map on pp. xxxii–xxxiii.
TEACHER BY THE WAY Though the twins were added to the sculpture in the Renaissance, the she-wolf has strong links with Etruscan mythology and shows characteristics of Etruscan sculpture.
TEACHING TIP The teacher may wish to encourage the students to design an abbreviated family tree of Romulus and Remus. Jupiter
Juno
Mars
Romulus
2 • Latin for the New Millennium
Famous bronze statue of the she-wolf and the twins.
King Numitor of Alba Longa
Rhea Silvia
Remus
2 • Latin for the New Millennium
HOW TO USE THIS BOOK The English pronoun subject of a verb is not listed in the Reading Vocabulary if the pronoun is not needed in the translation.
READING VOCABULARY ad aquam – to the water aedificant – build *amat – loves *ambulat – walks Amūlius – Amulius *aquam – water *bene – well claudit – locks up crēscunt – grow up *cūrat – takes care of, cares for deus – god duōs – two *est – is *et – and fīliōs – sons habet – has in aquam – into the water
*itaque – and so *lupa – she-wolf Mārs – Mars, the god of war pōnit – puts *posteā – afterwards, later Remum – Remus Remus – Remus Rhēa Silvia – Rhea Silvia Rhēam Silviam – Rhea Silvia *Rōmam – Rome Rōmulum – Romulus Rōmulus – Romulus vinculīs – with chains
HOW TO USE THIS BOOK The students should not be expected to learn the words under the title Reading Vocabulary, whenever this title occurs in the book. Instead, instruct students to learn the vocabulary words listed under the title Vocabulary to Learn that will be found later in each chapter. In more advanced Latin texts, usually there are vocabulary and notes to help the students when reading a passage. Th is Reading Vocabulary will help prepare students for later, more advanced classes.
ANSWERS TO COMPREHENSION QUESTIONS
*Words marked with an asterisk will need to be memorized later in the chapter.
1. 2. 3. 4.
They are the sons of Mars and Rhea Silvia. He locked up Rhea Silvia. A she-wolf. They built the city of Rome.
COMPREHENSION QUESTIONS
TEACHING TIP
1. Whose sons are Romulus and Remus?
While English derivatives from the starred words (i.e., the Vocabulary to Learn) are the topic of Exercise 2 later in this chapter, there are some interesting derivatives from the non-starred words and some of these show how words change through the years. The teacher may choose to discuss these derivatives with the students.
2. What did Amulius do? 3. Who saved the life of Romulus and Remus? 4. What did Romulus and Remus do?
Chapter 1 • 3
• aedificant (aedificō) – edify, edification, edifice Th is Latin word is built from two Latin words: faciō (to do, make) and aedēs (house, temple). The English derivatives retain this religious connection, for they mean “to build up the faith, morality; to instruct, especially morally.” The word “edifice” is always used for an imposing structure, such as a “temple” or aedēs. • claudit (claudō) – closet, conclusion, enclosure, sluice A “closet” is a small, shut-in space, and some people, if locked in one, suffer from “claustrophobia,” a compound derivative, partly from Latin (to close, confi ne) and partly from the Greek (fear), hence “a fear of closed spaces.” The word “sluice” does not look like a derivative of claudō, but it has undergone changes as it came into English via middle English and old French (sclus) from the Latin exclūdō which means “to shut out.” A sluice has a gate at the top of the channel to shut off the flow of water as necessary. • crēscunt (crēscō) – crescent, accrue, recruit, crew The word “crew” in middle English meant “reinforcement,” so a body of soldiers grew. The word “recruit” has the same basic idea: Recruits increase the size of the army (from the Latin recrēscō meaning “to grow again”). • deus – deify, deity • duōs – double, dozen, duet, duplicate The word “dozen” is a compound from the Latin word for “two” and the German word for “ten” (zehn). • habet (habeō) – habit, ability, prohibitive. One’s ability depends on the talents and skills one has. • pōnit (pōnō) – depot, imposition, preposition A depot originally was a place where supplies were put for storage. Teacher’s Manual • Student Text with Exercise Answers • 3
HOW TO USE THIS BOOK The Language Facts section of each chapter will contain both grammatical (morphological) and syntactical information, i.e., information both about the forms of the words and the structure of the sentence.
LANGUAGE FACT I EXERCISE 1 ANSWERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
noun adverb verb preposition verb conjunction noun verb noun verb
Standards 1.1, 4.1
PARTS OF SPEECH The parts of speech used in a Latin sentence determine its meaning, just as in English. While the noun and the verb are the two most important, other common parts of speech are listed below. Noun: a person, place, thing, idea, action, or quality. Examples: “Romulus,” “river,” “courage.” Pronoun: a word that stands in place of a noun that has been previously mentioned or is clear from context. Examples: “I,” “she,” “him,” “it.” Adjective: a word that limits or defi nes a noun or a pronoun. Examples: “litt le,” “strong.” Adverb: a word that limits or defi nes verbs, adjectives, or (other) adverbs. Examples: “very,” “quietly.” Verb: a word that describes an action or state of being. Examples: “go,” “stay,” “was.” Preposition: a word that begins a prepositional phrase, such as “in,” “to,” “on,” “for,” “by,” “with.” A prepositional phrase is a preposition joined to a noun. Examples: “in the morning,” “with a sharp pencil.” Conjunction: a word that connects words, phrases, clauses, and sentences. Examples: “and,” “but,” “although.”
TEACHING TIP The teacher may wish to ask the students in Latin what part of speech a given word is. The teacher would say, “Quae pars ōrātiōnis est?” Student responses would be • • • • • • • •
nōmen substantīvum/substantīvum – noun prōnōmen – pronoun nōmen adiectīvum/adiectīvum – adjective verbum temporāle – verb adverbium – adverb praepositiō – preposition coniūnctiō – conjunction interiectiō – interjection
Interjection: a word that expresses emotion. Examples: “wow!”
Standards 1.1, 4.1
Workbook Exercise 1
EXERCISE 1 Review the meanings and identify the parts of speech of the following words. The Reading Vocabulary may be consulted. 1. 2. 3. 4. 5.
fīliōs bene aedificant ad ambulat
4 • Latin for the New Millennium
4 • Latin for the New Millennium
6. 7. 8. 9. 10.
et lupa claudit Rōmam amat
TEACHING TIP Since this is the fi rst set of Latin words that your students will be required to memorize, it is usually a good idea to suggest and discuss with them some different ways to memorize vocabulary. Some self-help options are listed below.
VOCABULARY TO LEARN NOUNS
VERBS
agricola, agricolae, m. – farmer aqua, aquae, f. – water āthlēta, āthlētae, m. – athlete fīlia, fīliae, f. – daughter lupa, lupae, f. – she-wolf nauta, nautae, m. – sailor poēta, poētae, m. – poet puella, puellae, f. – girl Rōma, Rōmae, f. – Rome terra, terrae, f. – land
amat – he/she/it loves ambulat – he/she/it walks cūrat – he/she/it takes care of, cares for est – he/she/it is
ADVERBS bene – well posteā – afterwards
CONJUNCTIONS et – and itaque – and so
Aqueducts carried water (aqua) to the cities in the Roman world. Th is aqueduct built in 19 bce, which stretched across the Gard River, was named the Pont du Gard and brought water to the city of Nîmes in France in ancient times.
1. Look at the word in the book and say the word aloud. 2. Write down the word on a piece of paper along with its meaning and check to be sure there are no spelling errors. Color-coding the words by parts of speech is also helpful. Pronounce the word while writing it down and then repeat the word including the meaning and spelling. 3. Make handwritten flashcards with the Latin on one side and English on the other and be sure there are no spelling errors. Color-coding is a good strategy here also. Writing the word out helps some students cement the word in the brain. Bolchazy-Carducci Publishers has created an electronic vocabulary resource for those students for whom technological learning tools are an aid. These vocabulary flashcards are for the iPod. See p. 93 for more information on iPod flashcards. 4. Use English derivatives to help remember meanings. But be careful since some derivatives may have meanings greatly changed from the original Latin word. 5. Find clipart pictures that illustrate the vocabulary words and use the pictures as a way to test yourself on the Latin words.
TEACHER BY THE WAY The teacher may wish to open a discussion about aqueducts and the water supply for ancient Romans while looking at the picture of the Pont du Gard on this page. For a history of aqueducts and their construction, Frontinus’ book Dē aquīs urbis Rōmae is an excellent source. The book was written about 97 ce when he was Superintendent of Aqueducts. Other aqueducts include the following: • • • • • •
The double high aqueduct in Segovia, Spain The Aqua Appia built in 312 bce The Aqua Trāiāna The aqueduct built by Alexander Severus in 226 ce The Aqua Claudia The Aqua Marcia, which was probably named after Ancus Marcius who was the fi rst King of Rome by traditional accounts to build an aqueduct to bring water to Rome.
NB: The word “Aqua” when capitalized means “aqueduct.” Eleven aqueducts furnished 250,000 gallons of water to Rome every twenty-four hours. Chapter 1 • 5
Teacher’s Manual • Student Text with Exercise Answers • 5
HOW TO USE THIS BOOK Ēn is a word that calls attention to something and means “Look at this!” The information given here draws attention to and further specifies different language facts. BY THE WAY Each noun given in the vocabulary has two forms. The second form is the genitive singular.
HOW TO USE THIS BOOK Study Tips give hints, rhymes, and mnemonics to help students learn grammar and vocabulary.
A derivative is an English word rooted in a Latin word. The English derivative is similar in meaning and form to its Latin source.
EXERCISE 2 ANSWERS 1. 2. 3. 4. 5. 6. 7.
fi lial agriculture nautical aquarium terrain athletic poetic
fīlia agricola nauta aqua terra āthlēta poēta
STUDY TIP An English derivative often can help you remember what a Latin word means.
Standard 4.1
1. She shows a considerable fi lial respect toward her father. 2. Agriculture is a science of cultivating the land. 3. The ship is equipped with all the necessary nautical instruments.
TEACHING TIP
4. We saw all kinds of fish in the aquarium.
Explain to the students that in English the words “a,” “an,” or “the” are usually placed before a noun and Latin does not have an equivalent for these words, known as articles. Teachers may need to stress the absence of the article many times before students completely integrate this knowledge into their reading habits in Latin class.
TEACHING TIP Latin, like many other languages, does not always observe biological gender. Often the gender of a Latin noun is determined by grammatical factors, such as the group to which a noun belongs.
TEACHING TIP Although in Exercise 2 the students are directed to fi nd only the derivatives based on the Vocabulary to Learn, they may be interested to learn that there are other derivatives in Exercise 2. The derivation of these words is provided for the teacher’s convenience. • 1. consider - from sīdus (star) + cum (with, together) and from cōnsīderō (to examine, consider). respect - from respectō (look back at, have regard for). • 2. science - from scientia (knowledge) and sciō (to know). cultivating - from colō (till, inhabit, worship) • 3. necessary - from necesse (necessary). instruments - from īnstruō (to equip, build, provide) and from īnstrumentum (equipment, tool, etc.). • 5. vehicle - from the Latin verb vehō (to carry). • 6. competition - from petō (to seek, aim at, attack, etc.) + cum (with, together). • 7. nature - from nātūra (nature).
6 • Latin for the New Millennium
EXERCISE 2 Find the English derivatives based on the Vocabulary to Learn in the following sentences. Write the corresponding Latin word.
5. Th is is an all-terrain vehicle. 6. When will the athletic competition start? 7. She has a truly poetic nature.
LANGUAGE FACT II Standards 1.1, 3.1, 4.1
NOUNS: NUMBER, GENDER, CASE (NOMINATIVE AND ACCUSATIVE) Nouns in Latin show number, gender, and case. Number: Latin nouns are either singular or plural in number. Number is shown in different ways by different types of nouns, but some ending-patterns are for singular forms, and other ending-patterns are for plural forms. Gender: Every noun, likewise, is either masculine, feminine, or neuter in gender. You must learn the gender of each noun. In the Vocabulary to Learn lists, the gender is indicated by the common abbreviations m. (masculine), f. (feminine), or n. (neuter). Case: Latin nouns must have an ending-pattern that displays case. This is quite different from English, in which case is indicated by word position, and not by endings (although case markers are preserved in certain pronouns, such as “he” and “him”). A noun’s case reveals what function the noun has in the sentence. There are five common cases: nominative, genitive, dative, accusative, and ablative. Two less frequently used cases are called the vocative and the locative. 6 • Latin for the New Millennium
TEACHING TIP STUDY TIP An easy way to remember the names of the five common cases is to use this mnemonic device:
Never Give Dogs A ny Abuse
Nominative Genitive Dative Accusative Ablative
Nominative: The nominative case identifies the subject. The subject is a noun or a pronoun that performs the action or exists in a state of being. In the sentence “William is reading,” the word “William” is the subject. Example: Mārs . . . amat. Mars loves . . . The noun subject of the verb “love” is the god Mars. Find more examples of nominatives and their verbs from the reading passage at the beginning of the chapter. The nominative case also identifies the predicate nominative. In the sentence “William is a student,” the predicate nominative is “a student.” A predicate nominative completes the meaning of the verb “to be.” Look at this example from the reading: Example: Mārs est deus. Mars is a god. Mārs is the subject and deus is a predicate nominative. Accusative: The fourth case listed is called the accusative; the genitive, dative, and ablative cases will be discussed in later chapters. The accusative case points out the noun (or pronoun) that is the direct object. Remember: direct objects receive the action of the verb. In the sentence “I am writing a letter,” the direct object is “a letter.”
Students may not know what the word “mnemonic” means; explain that a mnemonic device is something that helps a student to remember something. The teacher may also wish to use this opportunity to bring up Mnemosyne, the goddess of memory and the mother of the Muses. Answers to “Find more examples of nominatives and their verbs from the reading passage at the beginning of the chapter.” Rhēa Silvia . . . habet Amūlius . . . claudit Amūlius . . . pōnit Lupa . . . ambulat Lupa . . . cūrat et amat Rōmulus et Remus crēscunt Rōmulus et Remus . . . aedificant Answers to “Find more examples of accusatives and their verbs from the reading passage at the beginning of the chapter.” duōs fīliōs habet: Rōmulum et Remum Rhēam Silviam claudit Rōmulum et Remum . . . pōnit Rōmulum et Remum bene cūrat et amat Rōmam aedificant
Example: Mārs Rhēam Silviam amat. Mars loves Rhea Silvia.
TEACHING TIP
The direct object of “love” is the noun Rhēam Silviam.
Students may encounter difficulty when trying to translate Latin names used in cases other than the nominative. The teacher at some point will need to explain (and repeat whenever necessary) that when translating a Latin name the student should always use the nominative form of the word. On p. 7, students are asked to fi nd examples of accusatives and their verbs in the reading passage. The answers listed above provide an opportunity to practice with this issue. Remind students to translate duōs fīliōs habet: Rōmulum et Remum as “he has two sons: Romulus and Remus.” The other four answers may be used as practice with the students.
Find more examples of accusatives and their verbs from the reading passage at the beginning of the chapter.
Chapter 1 • 7
Teacher’s Manual • Student Text with Exercise Answers • 7
TEACHER BY THE WAY In conjunction with the picture and its caption, the teacher may wish to mention that the famililar acronym of SPQR is still in use and visible throughout modern Rome—on litter bins, sewer covers, etc.
Standards 1.1, 4.1
EXERCISE 3 ANSWERS 1. 2. 3. 4. 5. 6.
subject direct objects direct object subject direct object subject
EXERCISE 3 a. Identify whether the nouns in bold in these sentences are subjects, direct objects, or predicate nominatives. The Reading Vocabulary may be consulted. b. Label each sentence as vērum (true) if it agrees or falsum (false) if it disagrees with the Latin reading passage at the beginning of the chapter.
vērum falsum falsum falsum falsum vērum
Example: Amūlius est deus. Predicate nominative falsum 1. Rhēa Silvia Rōmulum et Remum cūrat. 2. Amūlius Rōmulum et Remum bene cūrat. 3. Amūlius lupam vinculīs claudit. 4. Mārs Rōmulum et Remum in aquam pōnit. 5. Lupa Rhēam Silviam cūrat.
A full size reproducible version of this page, without the answers, can be downloaded at www.lnm.bolchazy.com.
Workbook Exercise 2
6. Amūlius ad aquam ambulat.
The power of the city of Rome, founded according to legend by Romulus, is symbolized by these four letters that are prominently displayed in various places within the city.
8 • Latin for the New Millennium
HOW TO USE THIS BOOK Noun Declensions: The teacher may choose Latin nouns from the declension that is being studied at the time this worksheet is used. Thus no answers are provided here.
8 • Latin for the New Millennium
TEACHING TIP Ask the students what the Latin words selected from the reading and listed near the top of p. 9 mean.
LANGUAGE FACT III FIRST DECLENSION NOUNS A declension is a group of nouns that show a certain pattern of word endings. There are five different declensions in Latin. In the reading about Romulus and Remus, these are the forms belonging to the first declension: Rhēam Silviam
Rhēa Silvia
aquam
lupa
Standards 1.1, 3.1, 4.1
TEACHING TIP After the fi rst declension has been presented to the students, encourage them, depending on their learning style, to say the declension aloud, to write down the words, to invent a rap or a cheer.
Rōmam
Notice that the text says Rhēa Silvia when she is the subject, and Rhēam Silviam when she is the direct object.
TEACHER BY THE WAY
The fi rst declension is composed of words that characteristically have the vowel a at or near the end of the word: lupa.
The pattern is called a declension because the other cases lean away (dēclīnāre) from the nominative, i.e., they do not follow the same form as the nominative.
Below is the pattern that fi rst declension nouns follow to show case and number. Memorize the Latin words in order from the nominative singular down to the ablative singular, and then from the nominative plural down to the ablative plural. Remember that the endings for a whole group of nouns follow this pattern. Once you learn this pattern, you can recognize the case and number of all the words belonging to this declension.
ORAL EXERCISE 1
In this chapter, you have begun to learn about the nominative and accusative cases. The other cases will be explained in later chapters.
This exercise may be used after the first declension has been presented. While looking at the declension of lupa, ask the students to decline nauta. Oral Exercise 1
First Declension Singular
Plural
Nominative
lupa
the she-wolf
Nominative
lupae
the she-wolves
Genitive
lupae
of the she-wolf
Genitive
lupārum
of the she-wolves
Dative
lupae
to/for the she-wolf
Dative
lupīs
to/for the she-wolves
Accusative
lupam
the she-wolf
Accusative
lupās
the she-wolves
Ablative
lupā
by/with the she-wolf
Ablative
lupīs
by/with the she-wolves
Workbook Exercise 3
Nominative Genitive Dative Accusative Ablative
Singular nauta nautae nautae nautam nautā
Plural nautae nautārum nautīs nautās nautīs
Dative and ablative plural of the words fīlia, “daughter,” and dea, “goddess” is fīliābus and deābus. Th is is to distinguish these forms from the corresponding forms of fīlius, “son,” and deus, “god.” STUDY TIP Notice that the ablative singular ending -ā has a long mark (macron) above it: this is the only difference between the nominative and ablative singular endings.
Chapter 1 • 9
Teacher’s Manual • Student Text with Exercise Answers • 9
EXERCISE 4 ANSWERS 1. 2. 3. 4. 5. 6. 7.
genitive, dative accusative accusative nominative genitive, dative ablative ablative
puellārum, puellīs nautās terrās agricolae aquārum, aquīs puellīs āthlētīs
TEACHING TIP Since wrestlers are depicted on the illustration on this page, the teacher may wish to open a discussion about the Romans’ and Greeks’ fondness for wrestling, which was often practiced in a complex called the palaestra. Roman boys were expected to serve in the military. Thus they were fi rst trained by their fathers in wrestling and boxing. Strength and agility were stressed rather than grace of movement as in Greek sports. The two principal styles utilized by the Greek were upright wrestling, in which three falls of your opponent to the ground were necessary to defeat him, and ground wrestling, which required the opponent to give up in order to end the match. In the palaestra there was an area for the young people to practice wrestling or boxing with a punching bag (cōrycus). Examples of monumental Roman baths with a palaestra are found at the Baths of Caracalla in Rome; the Harbor Baths at Ephesus in Turkey; and the Baths in Varna, Bulgaria, the largest ancient structure in that country. Wrestling was also one of the sport events at the Olympic games that the Romans often attended. GrecoRoman wrestling is also one of the events featured in the summer Olympic games in modern times.
STUDY TIP Notice that the dative and ablative plural endings are identical. Here are more words belonging to the fi rst declension: puella – girl
fīlia – daughter
terra – land
Most fi rst declension words are feminine in gender, but a few (usually ones that indicate masculine occupations in ancient times) are masculine. Examples are poēta, “poet”; agricola, “farmer”; nauta, “sailor”; āthlēta, “athlete.”
Standards 1.1, 4.1
EXERCISE 4 Identify the case of each singular noun. Then change each form into plural. For some, more than one answer is possible. Example: fīlia nominative fīliae 1. 2. 3. 4.
puellae nautam terram agricola
5. aquae 6. puellā 7. āthlētā
TEACHING TIP The teacher might want to have students read an English translation of Book 23 of the Iliad in which Ajax and Odysseus compete in a wrestling match, and Book 5 of the Aeneid for a description of the sports that the Romans played, and compare the att itude of the competitors in each epic. Both events were part of the funeral games, the former in honor of Patroclus, friend and attendant of Achilles, and the latter in honor of Anchises, father of Aeneas. Th is might lead to further discussion on the nature of modern wrestling. Like the Greek wrestlers portrayed on this ancient bas-relief, Roman athletes were also fond of the sport of wrestling.
10 • Latin for the New Millennium
10 • Latin for the New Millennium
TEACHING TIP EXERCISE 5 Identify the case of each plural noun. Then change each form into the singular. For some, more than one answer is possible.
1. 2. 3. 4.
fīliae terrīs nautārum lupae
Standards 1.1, 4.1 Oral Exercise 2
Example: puellās accusative puellam 5. aquīs 6. poētārum 7. agricolae
Workbook Exercise 4, 5
BY THE WAY In all declensions, endings are added to the base of a noun. It is important to know that the base of a noun is found by removing the ending from its genitive singular form. For example, the genitive singular of puella is puellae. If you remove the -ae from puellae, what remains is the base of the word, namely puell-. For this reason, learning the genitive singular is as important as knowing the nominative singular of the noun. STUDY TIP Always learn the genitive together with the nominative, because from the genitive you will know to which declension a word belongs!
Students may wonder why the genitive singular without its ending must be used to fi nd the base when the nominative singular without its ending works just as well. Explain that in other noun declensions the nominative will not always provide the same base or have the same spelling as the genitive.
EXERCISE 5 ANSWERS 1. 2. 3. 4. 5. 6. 7.
nominative dative, ablative genitive nominative dative, ablative genitive nominative
fīlia terrae, terrā nautae lupa aquae, aquā poētae agricola
HOW TO USE THIS BOOK In this book the word “base” is used to refer to the noun without any ending. “Stem” is used for the part of the verb without any ending. “Root” is used for the Latin part of a derivative.
ORAL EXERCISE 2 This exercise may be used after Exercise 5. Use one of the following classroom presentation options (hereafter referred to as CPO) (black/green/white/ smart board, overhead or LCD projector, PowerPoint® presentation, etc.) to put this information on view. quis?, “who?” (for the subject) and quem?, “whom?” (for the direct object). Then ask the student to answer the following questions about the chapter reading either orally or in written form.
9. Teacher: Quis ambulat ad aquam? 10. Teacher: Quis Rōmulum et Remum bene cūrat? 11. Teacher: Quōs lupa bene cūrat? 12. Teacher: Quis Rōmulum et Remum amat?
Student: Mārs est deus. Student: Rhēam Silviam Mārs amat. Student: Mārs amat Rhēam Silviam. Student: Rhēa Silvia duōs fīliōs, Rōmulum et Remum, habet. Student: Amūlius claudit Rhēam Silviam. Student: Rhēam Silviam Amūlius claudit. Student: Amūlius Rōmulum et Remum in aquam pōnit. Student: Amūlius Rōmulum et Remum in aquam pōnit. Student: Lupa ambulat ad aquam. Student: Lupa Rōmulum et Remum bene cūrat. Student: Lupa Rōmulum et Remum bene cūrat. Student: Lupa Rōmulum et Remum amat.
13. Teacher: Quōs lupa amat?
Student: Lupa Rōmulum et Remum amat.
1. 2. 3. 4.
A wall painting depicting a Roman farmer (agricola) with his sheep.
Chapter 1 • 11
Teacher: Quis est Mārs? Teacher: Quem amat Mārs? Teacher: Quis amat Rhēam Silviam? Teacher: Quem habet Rhēa Silvia?
5. Teacher: Quis claudit Rhēam Silviam? 6. Teacher: Quem claudit Amūlius? 7. Teacher: Quis Rōmulum et Remum in aquam pōnit? 8. Teacher: Quem Amūlius in aquam pōnit?
Teacher’s Manual • Student Text with Exercise Answers • 11
TEACHER BY THE WAY The teacher may mention that the most common word order (subject – direct object – verb) can often be changed. For example, if the verb is to be emphasized, it will take fi rst position. If the subject or the direct object is to be emphasized, it will take the last position, which is the most emphatic one. In general, the more unusual the word’s position is, the more emphasis is placed on this word.
Standards 1.1, 4.1
EXERCISE 6 Translate from Latin into English, and from English into Latin. The most common Latin word order is : subject – direct object – verb.
EXERCISE 6 ANSWERS 1. 2. 3. 4. 5. 6.
The farmer loves the land. Āthlēta aquam amat. The sailor loves (his) daughter. Poēta Rōmam amat. The farmer cares for (is taking care of) the land. Lupa puellam cūrat.
1. Agricola terram amat. 2. The athlete loves water.
Workbook Exercise 6, Content Questions Oral Exercise 3
ORAL EXERCISE 3 This exercise may be used anytime after the students have learned the use of the accusative case or after Exercise 6. Use one of the CPO’s to put on display the forms amō and cūrō, and explain that they are in the fi rst person singular, and how this differs from the third person singular learned in this chapter. Ask individual students to make sentences with them using the words they have learned. Then tell the students that nōn means “not” and ask them to make similar sentences with nōn amō and nōn cūrō. Examples: (nōn) amō terram, fīliam, aquam, lupam, āthlētam (nōn) cūrō terram, fīliam, puellam
4. The poet loves Rome. 5. Agricola terram cūrat. 6. The she-wolf cares for (is taking care of) the girl. BY THE WAY Even though the most common word order is subject – direct object – verb, remember that endings—not word order!—determine which word is the subject and which is the direct object.
TEACHING TIP The teacher may start the class in Latin by saying Salvēte, discipulī et discipulae! and by teaching the students to say in return Salvē, magister (magistra)!
3. Nauta fīliam amat.
Standards 1.2, 2.1, 4.1, 4.2
TALKING When we meet one person, we greet her/him with salvē! When we meet two or more people, we greet them with salvēte! When we bid goodbye to one person, we say valē! When we bid goodbye to two or more people, we say valēte! Here are various ways to ask “how are you?” or “how are you doing?”: Quōmodo valēs? or Quōmodo tē habēs? or Quid agis? “How are you?” Here is a range of possible answers: bene “well” pessimē “very bad” optimē “great” melius “better” mediocriter “so-so” or “not too bad” meliusculē “a litt le better” male “bad”
12 • Latin for the New Millennium
12 • Latin for the New Millennium
TEACHING TIP Have students read the dialogue aloud. Th is will help to build their pronunciation skills.
SAYING HELLO Marīa, Helena et Christīna sunt (are) discipulae (students). Marīa: Salvēte, Helena et Christīna!
ORAL EXERCISE 4
Christīna: Salvē, Marīa!
Th is exercise may be used after the Latin dialogue has been presented. Instruct the students to say “hello” in Latin to the student next to them. Divide the class into two parts. Tell one part to greet the other part using the plural greeting and vice versa. Do the same type of activity when saying “goodbye.” You may wish to make greeting the class in Latin and saying “goodbye” in Latin a part of a daily routine. Divide the students into pairs in which one person will ask how his/her partner is in Latin, and the other will answer.
Helena: Salvē, Marīa! Marīa: Quōmodo valēs, Helena? Quōmodo valēs, Christīna? Helena et Christīna: Bene. Quōmodo tū (you) valēs, Marīa? Marīa: Pessimē. Helena et Christīna: Cūr? (Why?) Marīa: Timeō linguam Latīnam (I fear the Latin language). Helena: Ego (I) linguam Latīnam amō.
Oral Exercise 4, 5, 6, and Dictation
Christīna: Et ego linguam Latīnam amō!
ORAL EXERCISE 5 Th is exercise may be used after the Latin dialogue has been presented. Tell the students that the particle –ne is added to the fi rst syllable of a word that introduces a question. Then ask the following questions about the dialogue between Mary, Helen, and Christy. Individual students may answer orally, or the entire class may write the answers as the teacher asks them orally. The teacher should explain that the form valēs in the greeting Quōmodo valēs? is in the second person, which means “you.” The third person form (referring to “her”, “him” or “it”) is valet. So the phrase “How is s/he doing” would be Quōmodo valet? The third person of amō is amat, and the third person of timeō is timet. 1. 2. 3. 4. 5.
Teacher: Quōmodo Christīna valet? Teacher: Quōmodo Marīa valet? Teacher: Cūr (why) Marīa pessimē valet? Teacher: Amatne linguam Latīnam Helena? Teacher: Linguamne Latīnam amat Christīna?
Student(s): Christīna bene valet. Student(s): Marīa pessimē valet. Student(s): Marīa timet linguam Latinam. Student(s): Helena linguam Latīnam amat. Student(s): Christīna linguam Latīnam amat.
ORAL EXERCISE 6 AND DICTATION This combined exercise may be used to conclude the chapter or at any time after the students have learned the accusative case and chapter vocabulary. Dictate the following sentences to the students. Then ask them to make the following changes either orally or in written form, at the discretion of the teacher.
Chapter 1 • 13
1. Teacher: Agricola terram amat. (change the direct object into plural) Student: Agricola terrās amat. 2. Teacher: Lupa puellam cūrat. (change the direct object into plural) Student: Lupa puellās cūrat. 3. Teacher: Āthlēta puellās amat. (change the direct object into singular) Student: Āthlēta puellam amat. 4. Teacher: Fīlia terrās amat. (change the direct object into singular) Student: Fīlia terram amat.
Teacher’s Manual • Student Text with Exercise Answers • 13
TEACHER NOTES
14 • Latin for the New Millennium
