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Monroe Township Schools

Curriculum Management System

Latin IV Honors

Grade 12

July 2009

* For adoption by all regular education programs Board Approved: January 2010 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6-7 National and State Standards Page 8 Scope and Sequence Pages 9-10 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 11-111 Benchmarks Pages 112-113

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Kenneth Hamilton, Superintendent

Mr. Jeff Gorman, Assistant Superintendent

BOARD OF EDUCATION

Ms. Amy Antelis, President Ms. Kathy Kolupanowich, Vice President

Mr. Marvin Braverman Mr. Ken Chiarella Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Ms. Kathy Leonard Mr. Ira Tessler

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Ms. Nidhi Bhatt Ms. Reena Dholakai

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writer’s Name: Norm Ash Reph Supervisor’s Name: Elizabeth Woodring Supervisor of Language Arts, World Language and Media Technology Staff: Al Pulsinelli Reggie Washington Secretarial Staff: Debby Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The Monroe K-12 School District recognizes the global environment of our world and the subsequent need for world language skills. Latin IV Honors will be offered as a world language option to all high school students in the Monroe K -12 School District who have completed Latin III Honors. As a planned program of instruction, the course will provide students with an intermediate high level of instruction in the study of Latin and an opportunity to develop an in-depth understanding of the culture. Although greater emphasis will be placed upon interpretation, students participating in this course will also learn other facets of language study including grammar, idiomatic sayings, culture, and geography. Participation in this course will encourage students to become more versatile citizens of a global world. The primary beliefs of this philosophy are:

A person who studies a world language gains empathy and increased tolerance towards others as a result of a broadened worldview which comes from learning about other cultures and peoples.

A person who studies a world language gains a better understanding of and appreciation for one‟s own native language as well as the increased capacity to learn related world languages.

A person who studies a world language benefits from improved critical thinking skills and creativity.

A person who studies a world language increases performance in all aspects of learning, especially language acquisition, reading, and social studies.

A person who studies a world language produces higher ACT and SAT scores.

A person who studies a world language is more competitive in the global marketplace.

A person who studies a world language and culture examines one‟s own personal values as well as civic responsibilies.

Educational Goals

The primary goal for the study of Latin is the interpretation of texts and historical/cultural understanding. Instruction in the study of Latin will be concentrated in the interpretive mode. Students will be asked to understand and interpret within the appropriate cultural context spoken and written communication.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about World Languages Standards and Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for World Languages were revised in 2009. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for World Languages may also be found at:

http://www.state.nj.us/education/aps/ccs/2009/draft/

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Latin IV

Scope and Sequence

Quarter I – Harmony and Dissonance

Big Idea: Harmony and Dissonance I. An Introduction to genre and authors a. Comparison of ancient and modern work through selections of various works b. How is love poetry used and what are general themes concerning love and the ancients? c. Classroom definition of the genre

Big Idea: Harmony and Dissonance II. How does Catullus envelop the ideas of love and poetry in his work? a. Catullus‟ circumlocution b. Themes of Catullus‟ work c. Influence on modern poetry d. Examining poetry as catharsis e. Comparison of Classroom definition

Big Idea: Harmony and Dissonance III. How does Ovid envelop the ideas of love and poetry in his work? a. Ovid‟s definition of love and verse b. Ovid‟s advice on procuring love c. Ovid‟s advice for avoiding or escaping love d. Connection and influence on modern ideas and work e. Comparison of Classroom definition (revise if necessary)

Big Idea: Harmony and Dissonance IV. How does Propertius envelop the ideas of love and poetry in his work? a. Propertius‟ definition of love b. Themes of Propertius‟ work c. Expectations of spouses concerning love d. Propertius using love as a means of entertainment e. Comparison of Classroom definition

Quarter II – Perspective

Big Idea: Perspective II. Introduction to genre and authors a. Ars Poetica b. History, Anthropology, and Exempla c. Fables d. Classroom definition of each genre

Big Idea: Perspective III. Tacitus and the ideals of history past and present a. Tacitus as social and political commentator b. Tacitus as Anthropologist c. Tacitus as Historian d. Classroom definition

Big Idea: Perspective IV. What is the purpose of the Fable? a. Delectation and instruction b. Phaedrus and Fables c. Literature of the “commonfolk”

Big Idea: Perspective V. Horace – Poet Laureate a. Horace‟s definition of poetry b. Horace‟s influence on modern poetry – Do poets still abide to his formula? c. The Good Life d. Classroom definition

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Quarter III - Form

Big Idea: Form VI. Introduction to authors and ideas a. What is philosophy meant to accomplish? b. Who is a philosopher and what is his/her aim? c. How does he/she arrive at their conclusions (if at all)? d. What is our classroom definition?

Big Idea: Form VII. Seneca a. Role of emotion for the Stoics b. Determinism vs. free will c. What is virtue? Is it sufficient for happiness? d. Autonomous individual will e. Examination of Validity

Big Idea: Form VIII. Cicero a. Refutation of Stocicism b. Epistemology c. Somnium Scipionis d. Knowledge, Belief, Truth e. Examination of Validity

Big Idea: Form IX. Lucretius a. Epicureanism and Wisdom b. Epicureanism and the progress of man c. Individual freedom: Freedom from fear of death and superstition d. Examination of Validity

Quarter IV – Self-expression

Big Idea: Self-expression I. Introduction to genre and authors a. What is satire? b. What is the goal of satire? What constitutes satire? c. How has satire influenced the modern world? A review of selections of modern and classical satire d. Classroom definition of the genre

Big Idea: Self-expression II. Petronius a. Commentary on the social system b. Hedonism, opulence, gluttony and its dangers c. Importance of education d. Philanthropy

Big Idea: Self-expression III. Juvenal a. Morals, outrage, self reflection and culpability b. Xenophobia, classicism and sexism c. Is this an accurate picture of Rome? d. Juvenal as a social artist rather than social reformer

Big Idea: Self-expression IV. Martial a. Epigrams: Limericks and rhymes to make fun of friends and enemies b. No profession or trade is spared c. Satire as a means of revenge d. Satire as a means of information i.e. “gossip” and “news”

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Subject/Grade Level:

Grade 12

Latin IV Honors

Big Idea: Harmony and Dissonance

Topic: Introduction to genre and authors

Overarching Goals: (1) Communicate concepts in clear, concise, organized language that varies in content, format and form

for different audiences and purposes. (2) Comprehend, understand, analyze, evaluate, critique, solve, and respond to a variety of authentic

sources and make connections between the modern and ancient worlds. (3) Investigate, research, and synthesize Latin text and using it in to make cultural connections.

Goal 1: The student will be able to analyze and assess the role of love poetry in both ancient and modern contexts and synthesize a definition of what constitutes love poetry and how it is conveyed to readers.

Objectives / Cluster Concepts /

Cumulative Progress Indicators (CPI's)

The student will be able to:

Essential Questions, Enduring Understandings,

Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

4 1.1. Develop a definition of poetry and its basic constructs

1.2. Read in translation selections from the genre

1.3. Translate sections from the genre

1.4. Begin and maintain a grammar notebook and translation journal

1.5. Use knowledge of English language to define Latin words

1.6. Parse words using their understanding of English and prior Latin skills

1.7. Create a portfolio of English and Latin poems that reflect the enduring understandings throughout the quarter

1.8. Make connections between Latin, English and another romance language via entomological trees

Essential Questions:

What effect does poetry have on you?

What effect does poetry have on cultures?

What are some prejudices and preconceived notions that influence one‟s reading of poetry?

What is a definition of love poetry that assists in reading and understanding the genre?

How does the way poetry sounds affect you? Does it change the way think or feel about the poem and its meaning?

Enduring Understandings:

Poetry is written to evoke emotion. These emotions vary based on the content of the poem and the experiences of the reader.

Poets reveal themselves and their surrounding in their work.

Poetry refuses a proper definition and is open to interpretation.

The experiences we have in life effect how we look at something and read it.

Sound is a powerful sense. Things can be pleasing to one person‟s senses and displeasing to another person‟s.

NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses).

Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher.

Learning Activities:

Interpretive

Produce a definition of the form and function of Poetry and in particular love poetry as individual students and then have the entire class evaluate and debate the validity of the definitions. The class will then collaborate and arrive at an agreed-upon definition which will be further evaluated as we learn more throughout the MP. Then, delve deeper into genre – What is poetry? What makes a poem? What is a fable? What is history? (Comprehension, Analysis, Synthesis, Evaluation)

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throughout the quarter

1.9. Translate selections of the author at sight with the class, instructor‟s assistance and independently

1.10. Listen to selections of prescribed author in Latin and write a response concerning the cadence of the language

1.11. Prepare and tutor lower level students in Latin to assist their peers and themselves in better understanding the Latin language

1.12. Develop and maintain a podcast for two of the three authors of the MP to be posted on Latin and Greek Café

Intermediate High

7.1.IH.A.2, 7.1.IH.A.4, 7.1.IH.A.5, 7.1.IH.A.6, 7.1.IH.A.7, 7.1.IH.A.8

Sample Conceptual Understandings:

Ovid states that loving is an art and requires skill and learning like any other job.

Propertius states there are many expectations involved with being a spouse.

Perspective changes how a person reads into and believes something. E.g. A Neo Nazi will look at the Holocaust very differently than a survivor of a prison camp during the atrocity. The experiences we have in life change how we look at something and read it.

Interpretive, Interpersonal

Students will read selections of poetry in translation and write responses to selections, Students will also use the journal to compose essay throughout the quarter that reflect on the theme of poetry and culminate with an analysis of the works and how they fit into the ever changing class definition of poetry. This activity is something on which the students will work the entire year. (Knowledge, Evaluation, Synthesis)

Assessment Models:


Respond to a selection of Roman poetry. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. This activity is something on which the students will work the entire year. (Knowledge, Analysis, Evaluation, Synthesis)


Students will translate poetry reflecting not only the

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Grade 12

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Latin but also a workable English meaning of the poem in their translation journal. Students will keep a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. This activity is something on which the students will work the entire year. (Knowledge, Analysis, Application)


Pretend that you are working for a college newspaper. It is your job to read poetry submissions for the paper. You chose which submissions will be run in the paper. Read through the samples provided and choose the three you like the most. Write a brief report on why you choose each to share with your editor in chief. Make sure to include why you liked each poem and how you think it reflects exemplary poetry. (Analysis, Evaluation, Synthesis)

Interpretive, Interpersonal, Presentational

Create a portfolio that reflects your comprehension of the enduring understandings presented throughout the quarter. You should create poems that reflect the themes and definitions of the

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quarter. There should be poems in English and Latin and a short response to each and why you wrote it. This activity is something on which the students will work the entire year. (Analysis, Evaluation, Synthesis, Knowledge)

Interpretive, Interpersonal Students will choose a famous modern poet, i.e. Dickinson, Shakespeare, Donne, Milton, etc., and through the quarter compare and contrast the work of their chosen author to that of the studied author. Students should look at the meter, device and intent of both authors. This work should be a compilation culminating in an analysis, evaluation and defense to the class of the greatest poet by the class definition. This activity is something on which the students will work the entire year. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Students will read Isidore of Seville's "Etymologies" and construct a family tree that depicts the passage of and meaning of a family of Latin words. Students can pick the passage from which the wish to work. The visual aide should show the entymology of the words on English and at least one other Romance

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language.Students will complete this exercise for the entire year. (Knowledge, Application, Synthesis)

Interpretive, Presentational

Students will reflect and write a response to the topic of the Fox Classics Writing Contest. The students will reflect on the topic and provide a well written response to the question posed. Students will decide whether they wish to submit their entry to the Fox Clasics Writing Contest.

(Knowledge, Analysis, Synthesis, Evaluation)


Students will listen to a selection by the author via recording and write a short response about the cadence and meter. They will explore how these things effect the poem. Does it change the intent of the poem? Does it further the meaning of the poem? Does it allow the reader to delve deeper into the meaning? Does it move the work to a new level for the reader? How does understanding the meter and cadence of a poem effect your understanding of the poem? This activity is something on which the students will work the entire year. (Knowledge, Comprehension, Application,

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Analysis, Synthesis, Evaluation)


Students will prepare and teach lower level Latin students. Students will be assigned a small group of 2-3 students with whom they will maintain contact throughout the year. Students will meet and discuss any questions or concerns they have about the language. Honors students will assist lower level students with grammar, translating and studying. Each student should contribute once a month and offer tutoring at least once a week. The students who receive tutoring should evaluate the tutor with a standard rubric which helps determine their grade. This program is something on which the students will work the entire year. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

Interpretive, Interpersonal, Presentational Develop and maintain a podcast for two of the three authors of the MP to be posted on Latin and Greek Café. Students will choose from the following options: 1. Adapt an episode from a written work and perform it for the cameras. 2. Facilitate a talk show with a panel of experts and audience members.

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3. Clips from an upcoming reality show - "I'm a Roman author, Get me outta here!" Students will share these with other classrooms via Latin and Greek Tech Cafe and watch three podcasts a week from other classrooms. This activity is something on which the students will work the entire year. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) Additional Resources: eLatin eGreek eLearn. http://eclassics.ning.com/. Andrew Reinhard. Ning. 2009.

Fox Classics Writing Contest. http://department.monm.edu/classics/Department/FoxContest/. Monmouth College. 2009.

Isidore of Seville's Etymologies: Complete English Translation Volume I. Priscilla Thropp. Medieval MS. 2005.

The Latin Page. http://www.geocities.com/Athens/Acropolis/3773/catullus.wav. Joe Kelly. University of Nebraska.

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Grade 12

Latin IV Honors


Topic: Catullus




Goal 2: The student will be able to compare, criticize and contrast modern and ancient love poetry, evaluate and appraise different poems to determine their value in the genre.




Essential Questions, Enduring Comprehensions,



4 2.1. Make connections in the genre between ancient and modern authors

2.2. Continue to develop a definition of poetry and its basic constructs



2.5. Make connections between formal and colloquial writing

2.6. Understand the language used in the genre

2.7. Maintain a grammar notebook and translation journal



2.10. Create a portfolio of English


How do words change over time?

What are some ways you speak differently than your parents of grandparents?

How has writing changed over time?

What are some poems that use language that is different than your own?

How is the language used in poems from different time periods similar?

Does the use of different vernacular change the meaning of poems and their essence?

Does the meter and cadence of the poems change its essence? Do they add to the quality of the poem or detract from it?


While colloquialisms in language are static, the underlying meaning and understanding remain constant.

The essence of poetry, particularly love poetry is eternal. The idea that people want to make connections with other people does not change over millennia.


Interpretive

Respond to a selection of Roman poetry. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:

Imagine that you are an editor for a popular magazine. With the upcoming Valentine‟s day issue, you are in charge of the love poem section. Choose a set of four poems two ancient two modern that you think most reflect the idea of love. You must create a spread for the poems and write a short justification as to why you picked the poems you did. (Analysis, Evaluation, Synthesis)

Interpersonal, Interpretive, Presentational

Students will choose a poem by the author and analyze it. The analysis should explain why it is good poetry according to the class definiton, explain the poetic devices found in the poem and how the meter of the poem assits its meaning. The students

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Grade 12

Latin IV Honors


Topic: Catullus











and Latin poems they create that reflect the enduring understandings throughout the quarter


2.12. Analyze poetry and understand the fundamental devices therein

2.13. Contrast and compare ancient and modern authors and their use of poetic device

2.14. Translate the selections of the author at sight with the class, instructor‟s assistance and by themselves


2.16. Prepare and tutor lower level students in Latin to assist their peers and

The juxtaposition of modern and ancient poetry illuminates the central ideas found within the genre.

Poetry is meant to be read aloud and the sound enjoyed. Authors manipulate words and sounds to further the meaning of their work and help the reader understand the essence of the poem.


William Shakespeare echoes the sentiments of Ovid and Catullus in his work and mentions classical works by name in some of his works.

Colloquialism and vernacular that were used in ancient Rome could be used today and understood if circulated within the English language. In fact, come are in use today with modern modifications. Phrases such as “one hand washes the other” have become “you scratch my back, I‟ll scratch yours”.

will memorize the poem and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

Students will listen to a selection by the author via recording and write a short response about the cadence and meter. They will explore how these things effect the poem. Does it change the intent of the poem? Does it further the meaning of the poem? Does it allow the reader to delve deeper into the meaning? Does it move the work to a new level for the reader? How does understanding the meter and cadence of a poem effect your understanding of the poem? (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Students will choose a poem by the author and analyze it. The analysis should explain why it is classical poetry according to the class definition, explain the poetic devices found in the poem and how the meter of the poem assists its meaning. The students will memorize the poem and recite to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

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Grade 12

Latin IV Honors


Topic: Catullus











themselves in better understanding the Latin language

2.17. Analyze document for historical accuracy and use logical reasoning to correct errors

Intermdiate High



Students will research the prescribed author using accurate and worthy websites, books and scholarly articles. (Students may not use Wikipedia!). Students will then collaborate with their peers and create an encyclopedia type entry concerning their author. The entry should include the source consulted for their work. After students finish their entry, they will compare their entry to that on the Wikipedia site. Students will then make adjustments to the Wikipedia site and thereby correct the erroneous entry with scholarly research. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

Additional Resources:


World Poetry: An Anthology from Antiquity to Our Time. Clifton Fadiman, John S. Major, Katharine Washburn. W.W. Norton & Co. 2000.

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Grade 12

Latin IV Honors


Topic: Ovid




Goal 3: The student will be able to analyze different works to identify what emotion or reaction the poem is trying to evoke, evaluate and judge the value of each poem according to the class definition.







4 3.1. Continue to develop a definition of poetry and its basic constructs



3.4. Evaluate the different types of work within the genre

3.5. Categorize different works in their respective uses

3.6. Critique different works and evaluate into which category they belong



3.9. Parse words using their understanding of English and prior Latin skills, create a portfolio of English and Latin poems that reflect the


Is there only one type of love?

What might be some ways one can talk about love?

What might be some things one would tell another concerning love?

When would it be appropriate for one to give advice about love, marriage and being a good partner?

When would it be appropriate for one to write a devotional letter to someone? i.e. a parent, friend or significant other

What are some ways to discern the different types of poetry?


Love poetry does not simply mean writing poems about love.

Love poetry can include devotionals, advice, catharses and can be written for different audiences including a love, parent, friend, colleague or stranger.


Catullus writes a poem about his devotion to his brother and the love they shared. This shows a devotion to family but also a catharsis as it was written to commemorate his



Students will choose a poem by the author and analyze it. The analysis should explain why it is good poetry accoriding to the class definiton, explain the poetic devices found in the poem and how the meter of the poem assits its meaning. The students will memorize the poem and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)



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Grade 12

Latin IV Honors


Topic: Ovid











enduring understandings throughout the quarter






brother‟s funeral.

Ovid writes to a friend about avoiding a lover he no longer desires and how to procure a new love.

GRASPS: Performance Assessment

Goal: Students will be asked to define the different types of love expressed in poetry and the writing of such.

Role: The student is acting as a teacher and a representative of poetry and a champion to its cause.

Audience: Benefactors in an art gallery who wish to purchase the mobiles

Situation: The student is a teacher who understands the importance of poetry and the power of words to convey many meanings.

Product: The student will create a mobile which illustrates the types of love found in poetry and give an example of each from existing poems. The student will then create their own poems to reflect the different types of poems



Additional Resources: eLatin eGreek eLearn. http://eclassics.ning.com/. Andrew Reinhard. Ning. 2009.



World Poetry: An Anthology from Antiquity to Our Time. Clifton Fadiman, John S. Major, Katharine

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Grade 12

Latin IV Honors


Topic: Ovid











Intermediate High


found in the genre. This mobile will illustrate the many audiences of the genre.

Situations and Criteria for Success: The student‟s work will be judged by using the following prompts on a rubric:

1. The student makes a complete mobile with all components required.

2. Did the student use clear examples that can be easily placed into a category?

3. Does the quality of the product and the work created illustrate and understanding of love poetry, its uses and types? Is the product going to help others better understand the genre?

Washburn. W.W. Norton & Co. 2000.

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Latin IV Honors


Topic: Propertius




Goal 4: The students will be able to finalize and defend a definition of love poetry that includes the ideas and information discussed during the quarter.







5 4.1. Continue to develop a definition of poetry and its basic constructs



4.4. Evaluate the different types of work within the genre

4.5. Categorize different works in their respective uses

4.6. Critique different works and evaluate into which category they belong




4.10. Finalize and defend a definition of poetry. Create a portfolio of English and Latin


What makes a great poem great?

How do poems influence how you feel about your surroundings?

What is the author saying in each poem? To whom is he speaking and how do you know?

How can you uncover what the author is trying to say in each poem?

How does the sound of the poem, its meter and cadence help you uncover poetic meaning?


Poetry is fluid and its meaning varies by reader.

Poetry is meant to be read aloud and the sound enjoyed. Authors manipulate words and sounds to further the meaning of their work and help the reader understand the essence of the poem. Reading a work aloud will change the experience of the poem for each reader.

Interpretation of poetry and the ability of a poem to be interpreted are what makes an enduring poem.

Understanding and identifying key words in the genre help one understand the author‟s intended audience and meaning.

Understanding the social and political surroundings contemporary with an author assists with understanding the



Finalize a definition of the form and function of poetry and in particular love poetry as individual students and then have the entire class evaluate and debate the validity of the definitions. The class will then collaborate and arrive at an agreed-upon definition which will be further evaluated as we learn more throughout the MP. Then, delve deeper into genre – What is poetry? What makes a poem? What is a fable? What is history? Comprehension, Analysis, Synthesis, Evaluation)

Assessment Models:


Pretend you are on the debate team. You are arguing over the value of love poetry and whether it should be studied and written for future generations. Your side is on the affirmative, meaning that love poetry is important. You will be completing the rebuttal for your team. Your job is to pick several examples of the different kinds of poems that represent that class definition of love poetry. Using the examples write an argument as to why love poetry deserves to be read and written. Make sure to include the definition of love poetry,

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Grade 12

Latin IV Honors


Topic: Propertius











poems they create that reflect the enduring understandings throughout the quarter






audience, morals and any underlying meaning of the work.


Propertius writes about how a spouse should act towards their partner. Giving advice to a friend about how to love and maintain a loving relationship.

Catullus was from a well-off family and travelled among a band of self-proclaimed new poets who thought themselves learned. His poetry reflects this highly polished stylized idea. His most well-know poems surround an actual woman with whom he had an affair. His poems reflect this real-life fervor.

Ovid was also well off and thanks to his father, very well educated. He travelled in the best literary circles. Little is know about his life save that he married three times. Most of his love poetry involves a fictitious woman or imaginary heroes and maidens. His poems reflect a somewhat removed passion.

Propertius was not as rich as the other two, due to the death of his father but would not have been considered poor. He also had a mistress about whom he writes. His work also reflects this real-life fervor.

Comparing these three authors one can see how each author writes very different work even when having similar

the examples you are using that support that definition and illustrate your point. Use the knowledge obtained from the quarter to make your point. (Application, Synthesis, Evaluation, Analysis)




Students will research the prescribed author using accurate and worthy websites, books and scholarly articles. (Students may not use Wikipedia!). Students will then collaborate with their peers and create an encyclopedia type entry concerning their author. The entry should include the source consulted for their work. After students finish their

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Grade 12

Latin IV Honors


Topic: Propertius











Intermediate High 7.1.IH.A.2, 7.1.IH.A.4, 7.1.IH.A.5, 7.1.IH.A.6, 7.1.IH.A.7, 7.1.IH.A.8

circumstances. All have the same level of income and class but produce very different work. Even the two with mistresses end up writing from very different perspectives. So it is with a reader. No two people will read their works in the same way.

Poetry in essence refuses to be defined, however, the following definition proves worthwhile: a metrical writing that formulates a concentrated imaginative awareness of experience in language chosen and arranged to create a specific emotional response through meaning, sound and rhyme. Love poetry is a form of literary art in which language is used for its aesthetic and evocative qualities in addition to, or in lieu of its apparent meaning, in the case the meaning of love.

GRASPS: Performance Assessment

Goal: Students will be asked to define love poetry and defend the definition. Students will also be asked to explain why love poetry is important.

Role: The student is a representative of the debate team, moreover, a supporter of poetry.

Audience: A class of peers and any who doubt the importance of poetry and its place in the modern world.

Situation: The student is a member of the debate team and wants to win the debate. They must express their thoughts

entry, they will compare their entry to that on the Wikipedia site. Students will then make adjustments to the Wikipedia site and thereby correct the erroneous entry with scholarly research. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)




World Poetry: An Anthology from Antiquity to Our Time. Clifton Fadiman, John S. Major, Katharine Washburn. W.W. Norton & Co. 2000.

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Grade 12

Latin IV Honors


Topic: Propertius











in a compelling manner which will persuade the moderator.

Product: The student will create a persuasive rebuttal made to sway the moderator to their side of the debate on poetry. The rebuttal must defend the role of poetry in the ancient and modern world and assert why it will be as (or more) important for future generations. The student must also prepare an oral component of the rebuttal to recite to the class and moderator. A visual aide is welcomed and expected to assist with the argument.


1. The student makes a compelling argument in favor of poetry by addressing any number of the following:

How does poetry reflect and influence cultures?

Why do we need poetry? What purpose does it serve?

What theories or definitions can we use to interpret poetry and its role in society?

How does one‟s point of view influence how they read or write poetry?

How do one‟s experiences influence how they will write poetry?

2. Did the student express themselves in a succinct,

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Grade 12

Latin IV Honors


Topic: Propertius











persuasive manner? Did they encompass all of the enduring understanding covered in the quarter? Is a love of poetry clearly visible but not explicitly stated in the prose? Is all spelling and grammar correct?

3. Does the quality of the argument and the language employed have a distinct IMPACT on the reader? Is this rebuttal going to persuade the moderator? Will it reassure those who also love poetry, but fear its demise? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE READER.

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Latin IV Honors

Big Idea: Perspective





Goal 5: The student will be able to examine the response to literature in the Ancient Roman world, and synthesize a comprehensive definition of what makes a work Literature and what it means to its readers.







3 5.1. Formulate a definition regarding the essence and purpose of Literature

5.2. Recognize the typical aspects of recurring Roman literary genres

5.3. Translate short passages of Roman authors regarding the utility of Literature


5.5. Use knowledge of Latin roots to parse and define English words at sight Create a portfolio of English and Latin literature that reflect the enduring understandings throughout the quarter


5.7. Translate the selections of the author at sight with the


How does Literature reflect and influence cultures?

What theories or definitions can we use to interpret Literature and its role in society?

How does one‟s point of view influence how they read or write Literature?

How do you approach Literature?

How do you think you can become a better reader of literature?


Literary expression and storytelling are an essential part of the human experience.

How an author writes tells us about his/her character and the culture from which they come.

The reception and perception of texts help to define the work itself.

An individual‟s personal point of view effects how they read and interpret any given text.

By reading a variety of literature, considering what you read and writing responses about the work, one can improve how they read and understand literature.




Produce a definition of the form and function of Literature (individual students) and then have the entire class evaluate and debate the validity of the definitions. The class will then collaborate and arrive at an agreed-upon definition which will be further evaluated as we learn more throughout the MP. Then, delve deeper into genre – What is poetry? What makes a poem? What is a fable? What is history? (Comprehension, Analysis, Synthesis, Evaluation)

Assessment Models:


Respond to a short passage of Roman Literature. Identify any aspects of the class wide definition of Literature within the passage, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Evaluation, Synthesis)


Students will choose a selection of work by the author and analyze it. The analysis should explain why it is exemplary literature accoriding to the class

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class, instructor‟s assistance and by themselves



Essay Response:

What do we deem necessary to label a text Literature? How must a writer express him/herself? What type of ideas must be analyzed and expressed? Using the definition of Literature given by Roman and Greek authors and the definition devised by the class, determine whether the following lines are indeed Literary and why:

“Fierce in his armor, Aeneas stood still shifting his eyes, and restrained his hand; and now, as he paused, these words began to sway him more and more, when high on his shoulder the luckless baldric met his gaze, and the belt flashed with its well-known studs – the belt of young Pallas whom Turnus had wounded and stretched vanquished on the earth and now wore on his shoulders his foeman‟s fatal emblem. Aeneas, as soon as his eyes drank in the trophy, that memorial of cruel grief, ablaze with fury and terrible in his wrath: Clad in the spoils of one of mine, are you to be snatched from my hands? Pallas it is, Pallas who sacrifices you with this stroke, and takes retribution from your guilty blood...” (Vergil, Aeneid Book XII 940-949)

Grasps: Performance Assessment (Application, Evaluation, Synthesis)

You are an author of well-received contemporary literature.

definiton, explain the devices found in the work and how the meter of the work changes or enhances the overall work. The students will memorize the selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)




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As you are reading through the New York Times, you find an editorial piece in which the writer has proclaimed the written word to be dead, useless, and out-dated. The writer of the editorial piece suggests that interactive media (Internet, Video Games, etc.) is more attuned to today‟s sensibilities and is therefore more effective in truly reaching its audience. As a defender of the tradition of literature, compose a rebuttal to the editorial.

Goal: Students will be asked to define why written expression is so integral to the human experience

Role: The student is a representative of literature and champion of its cause.

Audience: (Specifically) The writer of the editorial, but (Broadly) anyone who doubts the merits of literature and its role in the modern world.

Situation: The student is an artist who deeply understands and relies on the power of language. He/she must express this feeling in a compelling manner.

Product: The student will create a persuasive letter which defends the role of literature in the modern world and asserts why it will be as (or more) important for future

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generations. The student will also create an editorial page in which their letter will be included. This page should include a headline, newspaper columns, and a cartoon that depicts the “essence” of the students‟ letter.


1. The student makes a compelling argument in favor of literature by addressing any number of the following:


Why do we need Literature? What purpose does it serve?



2. Did the student express themselves as an author might? E.g. Did the student use some of the prose and literary techniques (As exemplified and employed by Roman authors) during the course of the quarter? Is a love of literature clearly visible but not explicitly stated in the prose? Is all spelling and grammar correct?

3. Does the quality of the argument and the language

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employed have a distinct IMPACT on the reader? Is this article going to convert any non-believers? Will it reassure those who also love literature, but fear the demise of the printed page? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE READER.

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Grade 12

Latin IV Honors


Topic: History: Objective Observation, Socio-political tool, or Anthropological document?




Goal 6: The student will be able to theorize and determine the role of history in the ancient world, judge whether history belongs with the classroom definition of Literature and its subordinate genres.







5 6.1. Translate selections from Tacitus‟ Germania

6.2. Read (in English) the entirety of the Germania and critique its validity as historical, political, or anthropological literature


6.4. Use knowledge of Latin roots to parse and define English words at sight

6.5. Analyze, critique, and revise the classroom perception of Literature

6.6. Create a portfolio of English and Latin literature that reflect the enduring understandings throughout the quarter



How does literary history influence our understanding of the past?

What do we deem necessary in an account of history? Objectivity? Entertainment? A linear recapitulation of events?


How does history and anthropology fit in with our model of Literature?




The purpose and bias of the author must be examined before receiving the text at face value.

Literature helps us learn of humanity by recognizing our differences and similarities to other cultures.

We must examine and critique the validity of everything we read.



Interpretive

Students will read the Germania by Tacitus. While reading they will note in their journals every instance of subjectivity exhibited by Tacitus as well as objectivity and (what has been determined by the class as) moments definitive of the historical/anthropological genre. (Knowledge, Comprehension, Application, Evaluation, and Synthesis)


Students will read and translate selections from the Germania in Latin. From this text they will note any complex grammar schemes (notate them in their journal in accordance with the reference numbers in their grammar handbooks) and keep a list of vocabulary and derivatives. (Knowledge, Comprehension, Application, Analysis)


At the end of the unit, students will read, analyze, and revise their initial definition of history as a literary genre. What needs to be changed? Why did we change our minds? How is this definition more

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6.9. Listen to selections of prescribed author in Latin and write a response concerning the cadence of the language and take special note of the meter




Short Response Question:

What about the following passage can or cannot be called true history? What is objective reportage and what is the author‟s conjecture? Respond to the passage in Latin. What specific Latin words can support your claims?

“About minor matters the chiefs deliberate, about the more important, the whole tribe. Yet even when the final decision rests with the people, the affair is always thoroughly discussed by the chiefs. They assemble, except in the case of a sudden emergency, on certain fixed days, either at new or full moon; for this they consider the most auspicious season for the transaction of business. Instead of reckoning by days as we do, they reckon by nights, and in this manner fix both their ordinary and legal appointments. Night they regard as bringing day. Their freedom has this disadvantage, that they do not meet simultaneously, or as they are bidden, but two or three days are wasted in the assembling.” (Tacitus Germania XI)

(Text could be given in either English or Latin)

apt than the previous?

Assessment Models:


Ask students: Imagine that you are a National Geographic journalist. You have just seen a series of three pictures from a photographer who has shot the (until now unknown) Ancient Romans at work, play, or war. Based on these small snapshots of life, create a deep account of these practices. Why do the Romans do these things? How long have they done them? What is the meaning and initial basis for these acts? Therefore, you will be constructing full anthropological accounts from tiny bits of information and larger pieces of hearsay (in the Tacitean manner). (Knowledge, Evaluation, Synthesis, Analysis)

First choose what activities you would like to portray and illustrate them as if they are the pictures taken by the photojournalist. (Knowledge, Comprehension)

Then, speculate as to why the people would participate in these actions. Entertainment? Rite of passage? Necessary labor? (Application, Analysis, Synthesis)

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Compose a short article detailing your discovery of this “new” culture, their activities, and why they are significant. (Knowledge, Application, Evaluation, Synthesis)


Students will choose a famous modern author, i.e. Shakespeare, Joyce, Harper, etc. and through the quarter compare and contrast the work of their chosen author to that of the studied author. Students should look at the plot, device and intent of both authors. This work should be a compilation culminating in an analysis, evaluation and defense to the class of the greatest author by the class definition. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Students will research the prescribed author using accurate and worthy websites, books and scholarly articles. (Students may not use Wikipedia!). Students will then collaborate with their peers and create an encyclopedia type entry concerning their author. The entry should include the source consulted for their work. After students finish their

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entry, they will compare their entry to that on the Wikipedia site. Students will then make adjustments to the Wikipedia site and thereby correct the erroneous entry with scholarly research. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Cornelius Tacitus. The Complete Works of Tacitus. Edited by Moses Hadas. New York: The Modern Library, 1942. eLatin eGreek eLearn. http://eclassics.ning.com/. Andrew Reinhard. Ning. 2009.



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Grade 12

Latin IV Honors


Topic: “To make you smile and make you sage…”




Goal 7: The student will be able to analyze and interpret the form and purpose of fable, read, parse, and critique the Latin text of Phaedrus, and posit what the role of fable is to our higher definition of Literature.







5 7.1. Translate selections from Phaedrus‟ Fables

7.2. Read (in English) the entirety of the Fables and ascertain what the proposed outcome of each tale is and how the author brings the point to fruition



7.5. Analyze, critique, and revise the classroom perception of Literature

7.6. Compose and perform his/her own fable


7.8. Make connections between


Why do we, as humans, tell stories?

How can one best deliver a message using the written word?

What emotions does/should Literature evoke?




Even the simplest tales may have complicated and useful messages.

A good teacher oftentimes conceals a weighty and difficult message in a light and pleasant vehicle.

Literature attempts to show humanity its shortfalls and potentialities.


Phaedrus uses simple stories to convey concepts of heavy import to Romans. Choose a fable, locate the Latin word for the concept (virtue or vice) displayed, and conduct some research to determine the frequency and employ of the word in other texts. Choose a word/concept, consult the



Students will read the Fables by Phaedrus. While reading they will note in their journals every character and what moral or vice they represent and (what has been determined by the class as) moments definitive of the Fable as a genre. (Knowledge, Comprehension, Application, Evaluation, Synthesis)


Students will read and translate selections from the Fables in Latin. From this text they will note any complex grammar schemes (notate them in their journal in accordance with the reference numbers in their grammar handbooks) and keep a list of vocabulary and derivatives. (Knowledge, Comprehension, Application, Analysis)


At the end of the unit, students will read, analyze, and revise their initial definition of fable as a literary genre. What needs to be changed? Why did we change our minds? How is this definition more apt than the previous?

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Latin, English and another romance language via entomological trees





Intermediate High 7.1.IH.A.2, 7.1.IH.A.4, 7.1.IH.A.5, 7.1.IH.A.6, 7.1.IH.A.7, 7.1.IH.A.

Oxford Latin Dictionary, note how many times the word is utilized and by whom. What conclusions can you draw from this information? How do other Romans employ this word/concept? What is it meant to express? Give a short report on your findings.

Grasps: Performance Assessment (Application, Comprehension, Evaluation, Synthesis)

Goal: Using the definition proposed by the class and any devices in Phaedrus‟ Fables, the student will write and share his/her own fable.

Role: You are a writer of fables who intends to teach as well as delight the youth with your tales.

Audience: Young children (Pre school – 2nd

grade) – Perhaps the “Working with Children” program

Situation: You will compose a short story that uses every common aspect of the Roman fable. Use the actions of woodland creatures to vilify a vice or extol moral excellence.

Product Performance and Purpose: You will write a fable

(Knowledge, Comprehension, Application, Evaluation, Synthesis)

Assessment Models:


Students will create a chart that depicts each fable of Phaedrus, its main characters, virtue and vice depicted, and outcome. Then, have students engage in a “write-around” activity based on the new visual evidence. Each student will write a statement about the representation of data in front of her/him (e.g. “Phaedrus often the character of the wolf as an example of greed and severity.”). They will then pass on their papers and comment on the statement above (e.g. “Perhaps Phaedrus is using a frightening animal to further depict how unattractive greed truly is.”). They will cycle this paper on until all students in their group have offered their comments. Finally, the student will comment on his statement and those made in response. (Knowledge, Analysis, Comprehension, Evaluation, Synthesis)

Students will research the prescribed author using accurate and worthy websites, books and scholarly articles. (Students may not use Wikipedia!). Students will then collaborate with their peers and

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which portrays a certain virtue or vice and present it to a group of children. Since the fable was designed to make children learn and laugh, you will be judged on how successfully the children learn your lesson and how much fun they have in doing so.

Standards and Criteria for Success: Your fable should:

1. Laud a virtue or blame a vice

2. Use Phaedran aspects to convey this message (e.g. use animals, etc.)

3. Abide to the class‟ revised definition of the genre of fable

4. Be performed/read to a group of children in an entertaining manner

5. Be evaluated by the audience for how effectively humor, charm, and message was employed

create an encyclopedia type entry concerning their author. The entry should include the source consulted for their work. After students finish their entry, they will compare their entry to that on the Wikipedia site. Students will then make adjustments to the Wikipedia site and thereby correct the erroneous entry with scholarly research. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)




Roman Literature in Translation. Selected and Edited by George Howe & Gustave Adolphus Harrer. New York & London: Harper and Brothers Publishers, 1924.

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Grade 12

Latin IV Honors


Topic: Ars Poetica




Goal 8: The student will be able to comprehend and analyze the Ancient Roman poetic ideal, compare and contrast Ancient and Modern poetic theory, and identify the poet’s responsibility to his/her own culture.







6 8.1. Translate selections from Horace‟s Odes.

8.2. Read (in English) selections from the Odes and identify the poet‟s purpose in composing the poems.



8.5. Analyze, critique, and revise the classroom perception of Literature.

8.6. Identify the Ancient Roman poetic ideal as defined by Horace.


8.8. Make connections between Latin, English and another


Does the true artist have a responsibility to her/his own culture?

What is the ideal form of poetry and art in general?


How can artistic ideals change over the years?


True art and artistic ideals are timeless.

The poet teaches his audience how to live better, more fulfilling lives.


How do the following lines exemplify Horace‟s understanding of the poetic art?

Exegi monumentum aere perennius regalique situ

pyramidum altius,

quod non imber edax non aquilo impotens possit diruere aut innumerabilis annorum series et fuga

temporum.

(Horace, Odes III.30)



Students will read the Odes by Horace. While reading they will note in their journals every virtue or modus Vivendi offered by Horace and (what has been determined by the class as) moments definitive of the poetic genre. (Knowledge, Comprehension, Application, Evaluation, and Synthesis)

Interpretive

Students will read and translate selections from the Odes in Latin. From this text they will note any complex grammar schemes (notate them in their journal in accordance with the reference numbers in their grammar handbooks) and keep a list of vocabulary and derivatives. (Knowledge, Comprehension, Application, Analysis)


At the end of the unit, students will read, analyze, and revise their initial definition of poetry as a literary genre. What needs to be changed? Why did we change our minds? How is this definition more apt than the previous?

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Grade 12

Latin IV Honors


Topic: Ars Poetica




Goal 8: The student will be able to comprehend and analyze the Ancient Roman poetic ideal, compare and contrast Ancient and Modern poetic theory, and identify the poet’s responsibility to his/her own culture.







romance language via entomological trees





Intermediate High


Assessment Models:


Students will choose one of the three genres examined in the Quarter to be defended as the most literary of all the genres (Abiding to the classroom definition). The students will then choose selections from the author that are exemplary of what they deem to be truly literary in nature. Next, the student will compare and contrast these ideals with a modern author of literary importance. Finally, the student will construct a visual aid that compares the Ancient literary ideal with the modern, along with a definitive statement on the nature of literature. What ideals persist throughout the ages? To what in literature does humanity consistently respond? (Knowledge, Application, Evaluation, Synthesis)



Roman Literature in Translation. Selected and Edited by George Howe & Gustave Adolphus Harrer. New York & London: Harper and Brothers Publishers, 1924.

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Grade 12

Latin IV Honors


Topic: Introduction to authors and ideas




Goal 9: The student will be able to analyze their understanding of the role of philosophy in their own world, examine the method and reception of philosophy in the Ancient Roman world, and synthesize a comprehensive definition of what makes a work

Literature and what it means to its readers.







4 9.1. Formulate a definition regarding the essence and purpose of Philosophy

9.2. Recognize the typical aspects of recurring Roman philosophical schools

9.3. Translate short passages of Roman authors regarding the function and delivery of philosophical ideas




9.7. Listen to selections of prescribed author in Latin


What is the purpose and extent of human reason?

Can we know the ultimate nature of things? If so, how can we reach this understanding?

What are the basic and perennial questions of humanity?

What is the best way to present and support an argument?


Philosophy teaches not what to think, but HOW to think.

The student or practitioner of philosophy analyzes concepts clearly and evaluates evidence and arguments critically


Short Response Question:

Philosophy helps one understand the reasoning‟s of one‟s mind, the possibility of reason and ergo the possibilities of nature.

Grasps: Performance Assessment (Application, Comprehension, Analysis, Evaluation, Synthesis)

[To be performed at the end of the Quarter]



Produce an understanding and concept of the form and function of Philosophy (individual students) and then have the entire class evaluate and debate the validity of the concepts. The class will then collaborate and arrive at an agreed-upon definition which will be further evaluated as we learn more throughout the MP. Then, delve deeper into different schools of thought – What is Academic Skepticism? What is Stoicism? Epistemology? Epicureanism? (Comprehension, Analysis, Synthesis, Evaluation)

Assessment Models:

Interpretive

Respond to a short passage of Roman Philosophy. Identify any aspects of the class wide definition of Philosophy within the passage, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Evaluation, Synthesis)


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Goal 9: The student will be able to analyze their understanding of the role of philosophy in their own world, examine the method and reception of philosophy in the Ancient Roman world, and synthesize a comprehensive definition of what makes a work Literature and what it means to its readers.







and write a response concerning the cadence of the language and take special note of the meter



Goal: To assert and support the arguments of a given philosophical school and, conversely, evaluate and refute arguments made by philosophers of a conflicting branch of philosophy.

Role: The student will assume the role of a prominent philosopher of the school of one of the following: Epicureanism, Skepticism, or Stoicism. In doing so, the student will assume the reasoning habits and paths of discourse of that philosophical school.

Audience: A symposium of philosophers. You will be engaging in dialectic with philosophers of varying intellectual standpoints.

Situation: At the philosophy symposium, you will need to approach arguments in keeping with your assigned philosophical tradition. The other philosophers will be looking to refute your arguments and embarrass your process of reason, thereby exhibiting the fitness of their own philosophical tradition – So be ready for any type of cleverly arranged argument!

Product Performance and Product: You will research your own basic precepts and those of your opponents and


Interpretive, Interpersonal, Presentational Students will choose a selection of work by the author and analyze it. The analysis should explain why it is good literature accoriding to the class definiton, explain the devices found in the work and how the meter of the work changes or enhances the overall work. The students will memorize the selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


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Goal 9: The student will be able to analyze their understanding of the role of philosophy in their own world, examine the method and reception of philosophy in the Ancient Roman world, and synthesize a comprehensive definition of what makes a work Literature and what it means to its readers.







attempt to intuit any refutations the other philosophers might make against your reasoning. You will then construct a basic outline of this research to be used as a “dialectic guide” during the symposium. You will then eat, recline, and converse with your classmates and fellow philosophers in the tradition of symposia. The conversation will be mediated by the Grand Sophist (Teacher) and will assume a broad range of topics to which all philosophers may easily contribute. Each guest and the quality of his/her reason will be evaluated by peers.

Standards and Criteria for Success:

1. Each argument must be well-reasoned, logical, and easy-to-follow.

2. When attempting a refutation, be sure to address the opponent‟s argument, prove it as unsound, and then take the opportunity to assert why YOUR logic is more sound.

3. All arguments and refutations made must be emblematic of the philosophical school from which you have received your “training.”

4. You should not only argue in favor of your school of thought well, but show an ability to organize and express thoughts in a rational, philosophical manner (Offering an assertion, showing evidence, and explaining its importance to your claim).



Readings on the Ultimate Questions: An Introduction to Philosophy. Nils Ch. Rauhut. New York: Penguin Academics, 2007.

Ultimate Questions: Thinking about Philosophy. Nils Ch. Rauhut. New York: Penguin Academics, 2007.

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Grade 12

Latin IV Honors


Topic: Stoicism




Goal 10: The student will be able to comprehend, analyze, and practice the Stoic lifestyle, read, translate, and parse the Latin texts of Seneca, and compose a dialogue between a Stoic and Epistemologist.







5 10.1. Translate selections from Seneca‟s Essays and Letters.

10.2. Read (in English) selections from the Essays and Letters and identify the author‟s purpose and philosophical method in composing his essays and letters.



10.5. Analyze, critique, and revise the classroom perception of Philosophy

10.6. Determine a practical method of living Stoically



How do we make moral decisions?

What is the greatest Good humanity can perform?

Are human beings creatures that exercise Free Will?

What is a virtuous life?


The moral decisions we make in life can directly affect the quality of our lives.

Every human being is in control of and responsible for their actions.



Students will read the Essays and Letters by Seneca. While reading they will note in their journals every virtue or modus Vivendi offered by Seneca and (what has been determined by the class as) moments definitive of the philosophical genre. (Knowledge, Comprehension, Application, Evaluation, and Synthesis)


Students will read and translate selections from the Essays and Letters in Latin. From this text they will note any complex grammar schemes (notate them in their journal in accordance with the reference numbers in their grammar handbooks) and keep a list of vocabulary and derivatives. (Knowledge, Comprehension, Application, Analysis)


At the end of the unit, students will read, analyze, and revise their initial definition of Stoicism as a philosophical school. What needs to be changed? Why did we change our minds? How is this definition more apt than the previous? (Knowledge,

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Grade 12

Latin IV Honors


Topic: Stoicism












Comprehension, Application, Analysis)

Assessment Models:


Ask Students: Imagine that you are a student of Seneca‟s. Very soon you will accompany him to a dinner with philosophers of varying schools of thought. In order to establish yourself as an exceptionally bright student, you will research the tendencies of one of the philosophers that will be present in order to best confront their arguments and assert your own. Research and compose 3-4 arguments that you anticipate your opponent, an Academic Skeptic or Epistemologist will use. Then, logically construct a refutation to his argument that will better assert the quality of Stoicism. Outline these arguments as preparation for your dinner party. (This will be prep work for the larger Performance Assessment). (Knowledge, Comprehension, Application, Synthesis)

ASK:

1. What is the happiest and most virtuous way to conduct one‟s life?

2. Can you describe and articulate the arguments/reasoning of a Stoic? (Comprehension, Application)

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Topic: Stoicism











3. How can you best imitate the reasoning of an Epistemologist? (Application, Synthesis)




Students will research the prescribed author using accurate and worthy websites, books and scholarly articles. (Students may not use Wikipedia!). Students will then collaborate with their peers and create an encyclopedia type entry concerning their author. The entry should include the source consulted for their work. After students finish their entry, they will compare their entry to that on the Wikipedia site. Students will then make adjustments

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Topic: Stoicism











to the Wikipedia site and thereby correct the erroneous entry with scholarly research. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)




Letters from a Stoic. Seneca. New York: Penguin, 1969.


Ultimate Questions: Thinking about Philosophy. Nils Ch. Rauhut. New York: Penguin Academics, 2007.

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Topic: Academic Skepticism, Epistemology, and Dialectic




Goal 11: The student will be able to comprehend, analyze, and practice the Skeptical or Epistemological lifestyle, translate and analyze the Latin text of Cicero’s Somnium Scipionis (..more, but document (?))







5 11.1. Translate selections from Cicero‟s Somnium Scipionis

11.2. Read (in English) the entirety of Cicero‟s Somnium Scipionis as well as Macrobius‟ commentary on the text and identify the author‟s purpose and philosophical method in composing his story/allegory.

11.3. Read (in English) Plato‟s allegory of the cave (Republic Book VII) for context, comparison, and contrast.





What is the difference between Appearance and Reality? Being and Becoming?

Is any knowledge absolute or merely relative and subjective?

Can we ever REALLY know the true essence of anything?

How does Epistemology influence our understanding of higher Metaphysical principles?


Most forms of knowledge are relative, processed by endless amounts of infinitely different personalities.

A true understanding of ideal principles must be rooted in an objective and absolute reality.

Epistemology and immediate experience can help us understand higher intangible concepts and ultimate realities.



Students will read the Somnium Scipionis by Cicero While reading they will note in their journals every virtue or modus Vivendi offered by Cicero, what worldview he is depicting, and (what has been determined by the class as) moments definitive of the philosophical genre. (Knowledge, Comprehension, Application, Evaluation, and Synthesis)

Interpretive

Students will read and translate selections from the Somnium Scipionis in Latin. From this text they will note any complex grammar schemes (notate them in their journal in accordance with the reference numbers in their grammar handbooks) and keep a list of vocabulary and derivatives. (Knowledge, Comprehension, Application, Analysis)


At the end of the unit, students will read, analyze, and revise their initial definition of Stoicism as a philosophical school. What needs to be changed? Why did we change our minds? How is this

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11.7. To determine a practical way of living as a Skeptic or Epistemologist





11.12. Prepare and tutor lower level students in Latin to assist their peers and themselves in better understanding the Latin

definition more apt than the previous? Students will share with the class.

Assessment Models:


Ask Students: Imagine that you are a student of Seneca‟s. Very soon you will accompany him to a dinner with philosophers of varying schools of thought. In order to establish yourself as an exceptionally bright student, you will research the tendencies of one of the philosophers that will be present in order to best confront their arguments and assert your own. Research and compose 3-4 argument that you anticipate your opponent, an Academic Skeptic or Epistemologist will use. Then, logically construct a refutation to his argument that will better assert the quality of Stoicism. Outline these arguments as preparation for your dinner party. (This will be prep work for the larger Performance Assessment). (Knowledge, Comprehension, Application, Synthesis)

ASK:

1. What is the happiest and most virtuous way to conduct one‟s life?

2. Can you describe and articulate the arguments/reasoning of a Skeptic and

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language



Epistemologist? (Comprehension, Application)

3. How can you best imitate the reasoning of an Epicurean? (Application, Synthesis)




Commentary on the Dream of Scipio by Macrobius. Macrobius and William Harris Stahl. New York: Columbia University Press, 1990.

Ultimate Questions: Thinking about Philosophy. Nils Ch. Rauhut. New York: Penguin Academics, 2007

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Topic: Epicureanism and Individual Freedom




Goal 12: The student will be able to translate and analyze Lucretius’ De Rerum Natura in Latin, comprehend, analyze, and practice the Epicurean manner of living, (…more ?)







6 12.1. Translate selections from Lucretius‟ De Rerum Natura

12.2. Read (in English) Books I & III of De Rerum Natura and identify the author‟s purpose and philosophical method in composing his philosophical epic




12.6. Determine a practical way of living as an Epicurean




What role does fear and superstition play in our everyday life? How do we attempt to overcome this?

How do feelings and sensations influence our thoughts and actions?

What is the role of the philosopher?


Various physical and emotional stimuli inform every decision we make.

The aim of most decisions is to satisfy pleasure and avoid pain.


Performance Assessment:

(Now enact the Performance assessment with the research and other assessment the students have been completing throughout the Quarter.)


Interpretive

Students will read the De Rerum Natura by Lucretius. While reading they will note in their journals every virtue or modus Vivendi offered by Lucretius, what worldview he is depicting, and (what has been determined by the class as) moments definitive of the philosophical genre. (Knowledge, Comprehension, Application, Evaluation, and Synthesis)

Interpretive

Students will read and translate selections from the De Rerum Natura in Latin. From this text they will note any complex grammar schemes (notate them in their journal in accordance with the reference numbers in their grammar handbooks) and keep a list of vocabulary and derivatives. (Knowledge, Comprehension, Application, Analysis)


At the end of the unit, students will read, analyze, and revise their initial definition of Stoicism as a philosophical school. What needs to be changed? Why did we change our minds? How is this

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definition more apt than the previous? Students will present and defend their findings to the class.

(Knowledge, Application, Analysis, Evaluation, Synthesis)

Assessment Models:


The students, as pupils of Lucretius and Epicurus, will plan a way to conduct their everyday life as an Epicurean. What decisions or actions would be effected by imitating an Epicurean? What things would they do differently? What would remain the same? The students will submit a daily plan of action which will include all Epicurean acts they will enact throughout the day. For each day, they will reflect on their success or (perhaps) failure and whether or not they believe Epicureanism is an effective way to conduct one‟s life and why. (Knowledge, Application, Analysis, Evaluation, Synthesis)


Students will choose one of the three genres examined in the Quarter and defend as the most worthy of all the philosophical schools (Abiding to the classroom definition). The students will then

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choose selections from the author that are exemplary of what they deem to be truly philosophical and intellectually appealing in nature. Next, the student will compare and contrast these ideals with a modern philosopher of worth. Finally, the student will construct a visual aid that compares the Ancient philosophical ideal with the modern, along with a definitive statement on the nature and purpose of philosophy. What ideals persist throughout the ages? (Knowledge, Application, Evaluation, Synthesis)



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The Latin Page. http://www.geocities.com/Athens/Acropolis/3773/catullus.wav. Joe Kelly. University of Nebraska

The Way Things Are: The De Rerum Natura of Titus Lucretius Carus. Lucretius, Rolfe Humphries (Translator). Indiana: Indiana University Press, 1968.


Ultimate Questions: Thinking about Philosophy. Nils Ch. Rauhut. New York: Penguin Academics, 2007

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Topic: What is Satire? An Introduction to the genre and its authors.




Goal 13: The students will be able to examine the method and reception of satire in the Ancient Roman world, and synthesize a definition of what makes a work satire and what it means to its readers.







4 13.1. Formulate a definition regarding the essence and purpose of Satire

13.2. Recognize the typical aspects of recurring Roman literary genres

13.3. Translate short passages of Roman authors regarding the use of Satire





13.8. Translate the selections of


How does satire reflect and influence cultures?

What theories or definitions can we use to interpret satire and its role in society?

How does one‟s point of view influence how they read or write any type of work but in particular, satire?

Why do some people laugh at a joke while others don‟t?

How does it feel when someone criticizes or makes fun of you?

How do you feel when someone criticizes or makes fun of someone besides you?

How do you feel when someone points out the poor manners of someone else?

Is it poor manners to do so?


Satire is the censure of human mistakes. The ridicule of a group or person who commits some mistake or has a short coming.

The interesting thing about satire is that the writer, who is in fact pointing out these misgivings, welcomes and accepts these same wrongs as part of the human condition.

Satire is the evolution of schoolyard bullying and manners



Produce a definition of the form and function of satire (individual students) and then have the entire class evaluate and debate the validity of the definitions. The class will then collaborate and arrive at an agreed-upon definition which will be further evaluated as we learn more throughout the MP. Then, delve deeper into genre – What is satire? What makes a work satirical? (Comprehension, Analysis, Synthesis, Evaluation)

Assessment Models:


Respond to a short passage of Roman satire. Identify any aspects of the class wide definition of satire within the passage, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Evaluation, Synthesis)


Students will keep a grammar notebook and journal.

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the author at sight with the class, instructor‟s assistance and by themselves

13.9. Make correlations between ancient and modern satirists including the influence of one on the other



class rolled into one and an essential part of the human experience.

An author takes a stand against the about which he is writing and shows his disapproval through his writing. He does not state, he disapproves, using biting wit and sarcasm to illustrate his point.


Essay Response:

What do we deem necessary to label a text satire? How must a writer express him/herself? What type ideas must be analyzed and expressed? Using the definition of satire given by Roman and Greek authors and the definition devised by the class, determine whether the following lines are indeed satire and why:

“Rightly do I despise a man who knows how much higher Atlas is than all the other mountains of Africa, and yet knows not the difference between a purse and an iron-bound money-box. The maxim "Know thyself" comes down to us from the skies; it should be imprinted in the heart, and stored in the memory, whether you are looking for a wife, or wishing for a seat in the sacred Senate: even Thersites never asked for that breastplate of Achilles in which Ulysses cut such a sorry figure…” (Juvenal, Satura XI lines 23-35)

They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. (Knowledge, Analysis, Application)

Interpretive, Interpersonal, Presentational Students will choose a famous modern satirist, i.e. Poe, Twain, Heller, etc. and through the quarter compare and contrast the work of their chosen author to that of the studied author. Students should look at the method, device and intent of both authors. This work should be a compilation culminating in an analysis, evaluation and defense to the class of the greatest author by the class definition. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Students will choose a selection of work by the author and analyze it. The analysis should explain why it is quality satire according to the class definiton, explain the devices found in the work and how the meter of the work changes or enhances the overall work. The students will memorize the selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

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Topic: What is the goal of satire? What constitutes satire?




Goal 14: The student will be able to comprehend and analyze the Roman satire, compare and contrast Ancient and Modern satirical writing, and identify the satirists response to his/her own culture.







5 14.1. Read (in English) selections from various satirists (ancient and modern) and identify the poet‟s purpose in composing the work.



14.4. Analyze, critique, and revise the classroom perception of satire



14.7. Translate the selections of the author at sight with the


Why do some people write satire?

Is there an ideal form of satire? Is that possible?


How can moral ideals change over the years?

Can a satirist make fun of himself or does he/she lose credibility?


Satirists often believe they have a responsibility to show their audience an immoral act or folly. They use their work as a method of illustration in hope of correcting the problem.

The definition of satire has changed since its inception. Quintilian coins the term but even contemporaries changed the definition through their work.

Satire is the “police” of social world order. It is written to reveal and remind readers of their own behavior by illuminating the behaviors of others. These revelations often influence their audience and affect social mores.

Morals are static just like fashion. Looking at bathing suit fashions throughout the centuries provides a good visual example of this.

Even though satire‟s aim is to illuminate the behaviors of a



Review the class definition concerning the form and function of satire. They will reflect upon the definition and write a response to each of the authors presented and decide how their work does or doesn‟t fit into the definition They should cite the author‟s work within their response as evidence. (Comprehension, Analysis, Synthesis, Evaluation)

Assessment Models:

Interpretive

Respond to a short passage of Roman saitre. Identify any aspects of the class wide definition of satire within the passage, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Evaluation, Synthesis)\

Interpretive, Interpersonal, Presentational Students will choose a famous modern satirist, i.e. Poe, Twain, Heller, etc. and through the quarter compare and contrast the work of their chosen author to that of the studied author. Students should

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class, instructor‟s assistance and by themselves




person or group, it can still be humorous. In fact, it is using this subtle humor that makes satire so effective.

Moreover, by mocking themselves the satirist adds to credibility proving that hypocrisy is the highest form of contempt.


Read the following passage. How does it reflect the definition of satire? Does the author including himself in his own invective make you feel better about what he will say? Does it draw you into his work or repel you further? Why or why not?

“To-day, friend Persicus, you will discover whether I make good, in deed and in my ways of life, the fair maxims which I preach, or whether, while commending beans, I am at heart a glutton: openly bidding my slave to bring me porridge, but whispering "cheese-cakes" in his ear.” (Juvenal Satura 11 lines 56-59)

“The rude soldier of those days had no taste for, or knowledge of, Greek art; if allotted cups made by great artists as his share in the booty of a captured city, he would break them up to provide gay trappings for his horse, or to chase a helmet that should display to the dying foe an image of the Romulean beast bidden by Rome's destiny to grow tame, with the twin Quirini beneath a rock, and the

look at the method, device and intent of both authors. This work should be a compilation culminating in an analysis, evaluation and defense to the class of the greatest author by the class definition. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Students will choose a selection of work by the author and analyze it. The analysis should explain why it is exemplifies satire accoriding to the class definiton, explain the devices found in the work and how the meter of the work changes or enhances the overall work. The students will memorize the selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)



The Latin Page. http://www.geocities.com/Athens/Acropolis/3773/cat

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nude effigy of the God swooping down with spear and shield. Their messes of spelt were then served on platters of earthenware; such silver as there was glittered only on their arms----all which things you may envy if you are at all inclined that way.” (Juvenal Satura 11 lines 100-106)

ullus.wav. Joe Kelly. University of Nebraska.

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Topic: How has satire influenced the modern world? A review of selections of modern and classical satire.




Goal 15: The student will be able to compare, criticize and contrast modern and ancient satire, evaluate different works and appraise different them to determine their value in the genre.







5 15.1. Make connections in the genre between ancient and modern authors

15.2. Continue to develop a definition of satire and its basic constructs



15.5. Make connections between ancient and modern writing

15.6. Understand the language used in the genre as it pertains to each era





Is there only one reason to write satire?

Is there only one way satire can be written?

What might be some things and ways one would tell another concerning poor manner and their remedy?

When would it be appropriate for one to give advice about how to behave properly?

What are some ways one might write about this proper behavior?

When is appropriate to make fun of someone for their appearance, employment, education or manners?

Does humor and what people as a whole find funny change over time?


Satire and the need for comedic outlet is a universal idea that spans millennia.

Satire can take many forms and cover many different social mores.

Satire can be viewed on an allegorical level; as a malicious slandering of a person or a humorous chiding.

When the person whom the invective is directed is well-known it is assumed that this biting humor is well-founded or even deserved, as comeuppance for their fame or glory.



Students will read selections of satire in translation and write responses to selections, Students will also use the journal to compose essay throughout the quarter that reflect on the theme of satire and culminate with an analysis of the works and how they fit into the ever changing class definition. Students will continue to work on this throughout the quarter. (Knowledge, Evaluation, Synthesis)


Respond to a selection of Roman satire. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. Students will continue to work on this throughout the quarter. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the

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Modern examples of this include “The New Yorker” magazine or the sketch comedy “Saturday Night Live”. In some cases both media cover the same topics as the ancients.




Goal: Students will pretend that they are writers and performers of a sketch comedy show in ancient Rome. Their job is to satirize situations taking place in the Roman world as an ancient would do.

Role: The student is a satirist and represents the “social police” of the time much like SNL of our time

Audience: An ancient Roman and anyone who wants to feel involved in current events and the mocking of day to day life.

Situation: The student is an observer of Roman life, who picks out and plays upon the gluttony, histrionics and other melee in the daily life of a Roman and portrays in a funny but illuminating manner.

Product: The student will create a sketch comedy show made to demonstrate to the audience an understanding of Roman culture and an understanding of how ancient satire has influenced modern life. The student will prepare a

Latin but also a workable English meaning of the poem in their translation journal. Students will keep a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. Students will continue to work on this throughout the quarter. (Knowledge, Analysis, Application)

Interpretive, Interpersonal, Presentational Students will choose a famous modern satirist, i.e. Poe, Twain, Heller, etc. and through the quarter compare and contrast the work of their chosen author to that of the studied author. Students should look at the method, device and intent of both authors. This work should be a compilation culminating in an analysis, evaluation and defense to the class of the greatest author by the class definition. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Students will choose a selection of work by the author and analyze it. The analysis should explain why it is good satire according to the class definiton, explain the devices found in the work and how the meter of the work changes or enhances the overall

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written dialogue or skit and present the satire to the audience. Props and other visual aides are welcomed and expected to assist with the program.


1. The student makes a compelling comedic sketch by addressing any number of the following:


Why do we need satire? What purpose does it serve?

How does the program show the definition and theory of satire?

How is the program a tribute to ancient and modern satirists?

2. Did the student express themselves in a humorous, persuasive manner? Did they encompass all of the enduring understandings covered in the quarter? Is an understanding and appreciation for satire clearly visible but not explicitly stated in the work? Is all spelling and grammar correct in the written dialogue?

3. Does the quality of the program and the language employed have a distinct IMPACT on the reader? Is the work going to make an audience understand the issues

work. The students will memorize the selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)



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presented? Will is illustrate the effective use of satire and aide in its continued use in the modern world? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE AUDIENCE.

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Topic: Petronius and commentary on the social system




Goal 16: The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Petronius, and posit what his work is to our higher definition of satire.







5 16.1. Translate selections from Petronius‟ Satyricon

16.2. Read (in English) the entirety of the Satyricon and ascertain what the proposed outcome of each section is and how the author brings the point to fruition




16.6. Understand the social pressure and discord behind the work



How can one advocate change in their social system?

When is humor an appropriate means of correction?

Where would you expect to find humor employed as a means of social change?

What things have you noticed in your life that should be changed on both a private and public level?

How can you help these changes occur?


In order to attempt change one needs to be aware of his/her surroundings.

Humor can sometimes be the vehicle for social awareness. Through laughter people become more aware of a topic but are not put on the defensive about their own behavior.


Petronius wrote the Satyricon under the patronage of emperor Nero. Much of the work focuses on small town life and ordinary happenings. The featured court, however, in the story mimics that of Nero, which makes sense as Nero‟s court, as with most of his rule, was marked with immorality and profligacy.

Petronius it is thought, read some of his work at Nero‟s court and eventually he lost favor with the emperor. He did,



Respond to a selection of Petronius. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:

Interpretive

Respond to a selection of Petronius. Identify any social discourse and illuminate the social system of the ancient world. (Knowledge, Analysis, Evaluation, Synthesis)


Students will choose a selection of work by the author and analyze it. The analysis should explain why it is good satire accoriding to the class definiton, explain the devices found in the work and how the meter of the work changes or enhances the overall work. The students will memorize the

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however, ridicule the emperor one last time before committing suicide perhaps as a final dialogue with the depraved emperor.

Look at the following passage and think about how it describes social problems and how it might advocate social change. Is the work effective at pointing to the social issues and advocating change? Why or why not? Does it fit the definition of satire? Why or why not? If it does not fit the definition does the class definition warrant adjustment?

” We were in the midst of these delights when Trimalchio

was brought in with a burst of music. They laid him down on some little cushions, very carefully; whereat some giddy ones broke into a laugh, though it was not much to be wondered at, to see his bald pate peeping out from a scarlet cloak, and his neck all wrapped up and a robe with a broad purple stripe hanging down before him, with tassels and fringes dingle-dangle about him…Then going through his teeth with a silver pick, "my friends," quoth he, "I really didn't want to come to dinner so soon, but I was afraid my absence would cause too great a delay, so I denied myself the pleasure I was at---at any rate I hope you'll let me finish my game." A slave followed, carrying a checkerboard of turpentine wood, with crystal dice; but one thing in particular I noticed as extra nice---he had gold and silver coins instead of the ordinary black and white pieces. While he was cursing like a trooper over the game and we were starting on the lighter dishes, a basket was brought in

selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)





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on a tray, with a wooden hen in it, her wings spread round, as if she were hatching…” (Petronious Satyricon Book V)

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Topic: Hedonism opulence, gluttony and its dangers




Goal 17: The student will be able to analyze and interpret the form and purpose of satire, read and parse the Latin text of Petronius, and realize and analyze forms of excess and their impact.












17.6. Understand the subtext of the work of Petronius and the social message delivered by the author

17.7. Create a portfolio of English and Latin literature that reflect the enduring understandings throughout


Why would someone want to do something in excess?

What are some things you do in excess?

How can one determine if there is too much of something?

What kind of people like to do things in excess?

What is wrong with overindulgence?

What are some ways to curb gluttony?

Why not just tell people how much of something they are allowed to have?

Is it wrong to regulate a person‟s personal life?


One of the indicators of wealth in a social setting is excess. Think about today‟s standard of housing and luxury cars. People like to use their home and cars as status symbols.

Living in excess is not, however, limited to one type of person. This is evident in the energy used by Americans versus other first world countries.

Telling a person how they can live, rationing goods and dictating how one spends their personal time is not a democratic ideal and draws its ideals from communism.

Being aware of one‟s use of food, water and energy is a simple start to personal responsibility. This also opens the


Interpretive

Respond to a selection of Petronius. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the poem in their translation journal. Students will also Students will keep a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. (Knowledge, Analysis, Application)


Isidore of Seville's Etymologies: Complete English

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the quarter






door to understanding the ancients‟ ideas of gluttony and how similar they are to modern ones.


Petronius himself lived in Nero‟s court in the lap of opulence and greed. This allowed him first hand experience from which to draw his work. The banquet scene or cena as it is called illustrates the greed that Petronius would have seen first hand. The conversations also revolve around this opulence, hedonism and gluttony. His work is exaggerated to illustrate the problems to the point of hilarity. Does is fit the definition of satire? Why or why not? If it does not fit the definition does the class definition warrant adjustment?

“When Trimalchio perceived we looked somewhat awkwardly on such course fare, "Come, come," said he, "fall to and eat, this is the custom of the place." Nor had he sooner said it, than the fourth consort struck up; at which the waiters fell a dancing, and took off the upper part of the charger, under which was a dish of crammed fowl, and the hinder paps of a sow that had farrowed but a day before, well powdered, and the middle a hare, stuck in with finns of fish in his side, that he looked like a flying horse; and on the sides of the fish four little images, that spouted a relishing sauce on some fish that

Translation Volume I. Priscilla Thropp. Medieval MS. 2005.

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lay near them, all of them brought from the river Euripus. We also seconded the shout begun by the family, and fell merrily aboard this; and Trimalchio no less pleased than our selves, cried "Cut"; at which the music sounding again, the carver humored it, and cut up the meat with such antic postures, you'd have thought him a carman fighting to an organ. Nevertheless Trimalchio in a lower note, cried out again "Cut:" I hearing the word so often repeated, suspecting there might be some joke in it, was not ashamed to ask him that seat next above me, what it meant? And he that had been often present at the like, "You see," said he, "him that carves about, his name is cutter; and as often as he says 'Cut,' he both calls and commands." “ (Petronius Satyricon Book XXVI)

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Topic: The importance of education




Goal 18: The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Petronius, and analyze the role of education in regard to social standing.












18.6. Realize and articulate the importance of education as revealed in the authors work.



Why does one obtain an education?

What does one expect to achieve from education?

What are the consequences of not being educated?

How can one persuade another about the importance of education?

Where would we as a people be without education?

Can one be intelligent without education?


Education is not merely the learning of things written in books though that has its place, too. Education is preparing and journeying through life.

Education prepares one for employment and life experiences.

Education helps one in social situations and allows one to understand situations otherwise unfamiliar.

In order to help another realize the necessity of an education, one must often point out the ignorance of others. This is a very effective method found in satire particularly in that of our current author.


The Satyricon provides many examples of uneducated



Respond to a selection of Petronius. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. Students should record how the definition has changed through the quarter. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Respond to a selection of Petronius. Identify any examples of the topics discussed in class i.e. education, its necessity and the deleterious effects of not obtaining it. How does the author illustrate the topic and to what effect? (Knowledge, Analysis, Evaluation, Synthesis)


Students will choose a selection of work by the author and analyze it. The analysis should explain why it is examplary satire according to the class definiton, explain the devices found in the work and how the meter of the work changes or enhances the

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people providing diatribes about topics on which they have little knowledge. It is in these diatribes we found the blatantly obvious need for education. Not as one might think for intelligence but for the actual ability to learn and know from where to acquire correct information.


Goal: Students will pretend that they work for the department of education. As such, they must design a poster to promote the importance of education. Students must draw on ancient and modern examples to prove their point.

Role: The student is in charge of promoting the importance of education and a champion of the cause.

Audience: Teachers, students, parents and any passerby and more widely anyone who doubts the importance of education.

Situation: The student is a researcher. Looking for examples throughout history where education provided a pivotal point in a decision or reaction to an important event. Using these events the student will create an advertisement as a proponent of education.

overall work. The students will memorize the selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Students will choose two of Trimalchio‟s diatribes and analysis his words for histroical accuracy. Students will then compare what he states to several histrocially accurate sites. Students will write and analyze of the two pieces and then analzye the reasoning behind Trimalchio‟s errors. Students will present their findings to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)



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Product: The student will create a poster that illustrates the importance of education. This poster will demonstrate to the audience an understanding of Roman culture concerning education and its correlation to the modern world. The poster will rely heavily on the satire discussed in class and the examples given from the authors‟ works discussed in class both ancient and also modern.


1. The student makes a compelling poster addressing any number of the following:

How does satirical comedy concerning education champion the cause?

Why do we need education? What purpose does it serve?

Does the poster reveal the understanding and knowledge of the satire discussed in class?

How is the poster a tribute to the need for education as discussed by ancient and modern satirists?

2. Did the student express themselves in a convincing manner? Did they encompass the enduring understanding learned in the quarter? Is the need for education discussed in the poster and clearly stated? Is all spelling and grammar correct in the written dialogue?

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3. Does the quality of the poster and the language employed have a distinct IMPACT on the reader? Is the work going to make an audience understand the issues presented? Will it illustrate the effective use of satire and aide in its continued use in the modern world? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE AUDIENCE.

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Topic: Philanthropy




Goal 19: The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Petronius, and theorize about the responsibility of the privileged.











19.5. Analyze, critique, and revise the classroom perception of satire.

19.6. Realize and articulate the importance of philanthropy as revealed in the authors work

19.7. Compose and perform his/her own “Satyricon”

19.8. Create a portfolio of English and Latin literature that


What is the greater good?

Why should people help one another?

How can one person help another on a smaller scale and a larger one?

What are the responsibilities that come with abundance?

When is it appropriate to not help someone less fortunate?


The act of altruism is one from which society has benefitted through history.

The act of philanthropy can manifest itself in many ways; money, time, food, clothing, shelter, endowments and other things that benefit mankind. This can be on a small scale such as a youth donating time or on a larger scale of a cooperation donating technology to a school.

It is a social norm for those who have to give to those who have not. Most believe in helping one another for the greater good.


Petronius writes about Trimalchio being a good master and helping not only his slaves but those who live in the town



Respond to a selection of Petronius. Identify any aspects of the class definition of the genre within the selections, defend\ or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:

Interpretive

Respond to a selection of Petronius. Identify any examples of the topics discussed in class i.e. philanthropy, its necessity and the injurious effects on a culture if not obtained. How does the author illustrate the topic and to what effect? (Knowledge, Analysis, Evaluation, Synthesis)


At the end of the unit, students will read, analyze, and revise their initial definition of satire. What needs to be changed? Why did we change our minds? How is this definition more apt than the previous? Students will present their finding to the

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reflect the enduring understandings throughout the quarter






surrounding is villa. Petronius writes this in a very satirical manner and makes Trimalchio look foolish by boasting about how wonderful he is. This follows the general theme of satire and proves more effective. Find a passage that reflects the use of satire to remind the reader the importance of philanthropy. Why is it appropriate? How does it deliver the message? Is it effective?



Goal: Students will create their own short satire featuring a cena in the style of Petronius. They will need to rely on the elements learned in the quarter to present a solid work.

Role: The student is an author representing satire. The students must promote satire and its many uses following the style of Petronius

Audience: The reader of the satire. The class, teacher and other guests present at the cena.

Situation: The student is an author writing a satire for the greater good. Making the reader laugh and understand the

class. (Knowledge, Analysis, Evaluation, Synthesis)


Students will choose a selection of work by the author and analyze it. The analysis should explain why it is examplary satire according to the class definiton, explain the devices found in the work and how the meter of the work changes or enhances the overall work. The students will memorize the selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


Isidore of Seville's Etymologies: Complete EnglishTranslation Volume I. Priscilla Thropp. Medieval MS. 2005.

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lessons of his/her work. The work should center around the cena and reflect a knowledge of that situation.

Product: The student will create a satire that reflects a knowledge and understanding of the satirist Petronius. It should illustrate an understanding of the methods and topics covered by the author. The work should be humorous and demonstrate to the audience an understanding of Roman culture concerning satire and its correlation to the modern world. The work should rely heavily on the satire discussed in class and the examples given from the authors‟ works discussed in class both ancient and also modern.


1. The student writes a compelling satire addressing any number of the following:

How does satire help the greater good?


Does the work reveal the understanding and knowledge of the satire discussed in class?

How is the work a tribute to the need for satire as illustrated by ancient and modern satirists?

2. Did the student express themselves in a humorous, persuasive manner? Did they encompass all of the

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enduring understanding covered in the quarter? Is an understanding and appreciation for satire clearly visible but not explicitly stated in the work? Is all spelling and grammar correct in the written dialogue?

Does the quality of the satire and the language employed have a distinct IMPACT on the reader? Is the work going to make an audience understand the issues presented? Will is illustrate the effective use of satire and aide in its continued use in the modern world? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE AUDIENCE.

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Topic: Morals, outrage, self reflection, and culpability




Goal 20: The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Juvenal, and define and understand the purpose and practice of morals.







2 20.1. Translate selections from Juvenal‟s Satura.

20.2. Read (in English) selections of the Satura and ascertain what the proposed outcome of each section is and how the author brings the point to fruition.



20.5. Analyze, critique, and revise the classroom perception of satire.




What are morals?

Who decides whose morals are correct?

What happens when someone does not follow the morals of a culture?

When is it important to look at oneself concerning morals?

How do you know your own moral code?

What are your morals? How do you know?

When someone does something wrong how can one determine the punishment?

Who should be in charge of punishment?

What are some things that are considered so taboo a person should never do them?


Morals are static changing over time to reflect the ideals of the culture.

Groups decide their moral code and attempt to enforce that code on others.

When rules are not followed the group decides on punishment

Juvenal thought self reflection and culpability were an important part of his work.



Students will read selections of satire in translation and write responses to selections, Students will also use the journal to compose essay throughout the quarter that reflect on the theme of satire and culminate with an analysis of the works and how they fit into the ever changing class definition of the genre. Students will present their findings to the class. (Knowledge, Evaluation, Synthesis)


Respond to a selection of Juvenal. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the poem in their translation journal. Students will keep

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Juvenal writes in his work about the lack of morals in Rome. He begins his first satire by asking about what he should write. He states some of the problems he sees in this first satire.

Students Written Reflection

Read the passage below and respond to what is being said. What are some of the problems facing Rome? What things does the author lament? About what other things does the author think he should write? What correlation can you make in modern history concerning this passage?

“Why tell how my heart burns hot with rage when I see the people hustled by a mob of retainers attending on one who has defrauded and debauched his ward, or on another who has been condemned by a futile verdict----for what matters infamy if the cash be kept? The exiled Marius carouses from the eighth hour of the day and revels in the wrath of Heaven, while you, poor Province, win your cause and weep! … Must I not deem these things worthy of the Venusian's lamp? Must I not have my fling at them? Should I do better to tell tales about Hercules, or Diomede, or the bellowing in the Labyrinth, or about the flying carpenter and the lad who splashed into the sea; and that in an age when the compliant husband, if his wife may not lawfully inherit,

a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. Students will present their findings to the class. (Knowledge, Analysis, Application)


Respond to a selection of Juvenal. Identify any social discourse and illuminate the social system of the ancient world. What are some connections that can be made between the ancient and modern worlds? Have things really changed over time? Students will debate whether things have changed. (Knowledge, Analysis, Evaluation, Synthesis)


Students will choose a selection of work by the author and analyze it. The analysis should explain why it is an example of satire according to the class definiton, explain the devices found in the work and how the meter of the work changes or enhances the overall work. The students will memorize the selection and recite it to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

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takes money from her paramour, being well trained to keep his eyes upon the ceiling, or to snore with wakeful nose over his cups; an age when one who has squandered his family fortunes upon horse flesh thinks it right and proper to look for the command of a cohort? See him dashing at break-neck speed, like a very Automedon, along the Flaminian way, holding the reins himself, while he shows himself off to his great-coated mistress! (Juvenal Satura I lines 45-60)




Students will maintain a journal in which they relfect their own culpability in certain situations. Students should analyze 2-3 siutations for their own culpability and then decide how they could have reacted differently in each situation. If a different situation was not warranted, the student must defend their actions. Students will present their findings to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

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Topic: Xenophobia, classism, and sexism




Goal 21: The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Juvenal, and interpret how the satirist uses fear and marginalization.







2 21.1. Translate selections from Juvenal‟s Satura

21.2. Read (in English) selections of the Satura and ascertain what the proposed outcome of each section is and how the author brings the point to fruition







What makes one person trust another?

What can stop that trust?

When are prejudices learned?

How can generalizing people and groups be harmful?

When people generalize about a group and try to control them what is a usual response?

How can people hate one another?

What is an appropriate media to talk about this kinds of hate?


Mistrust and fear are two of the ways groups try to promote the idea of solidarity. Many groups whose mission is to isolate themselves from another group or oppress another group use fear to recruit members.

When this generalization happens on a small or large scale, it is harmful to the greater good of mankind.

Satirists often attempt to draw attention to these issues in their works.


Juvenal writes in his work about the lack of morals in



Respond to a selection of Juvenal. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. Students will present their findings to the class. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the poem in their translation journal. Students will keep a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. Students will present their findings to the class. (Knowledge, Analysis, Application)


Respond to a selection of Juvenal. Identify any

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21.12. understand the effects prejudices have on a culture and individuals


Rome. Many of his characters flatly state this in their diatribes. He also employs his characters to point out the flaws of one another in hopes of getting the reader to reflect upon themselves before laying blame. Read the passage below and respond to what is being said. Who is blaming whom? What morals are in question? What group is deciding on the morals and upon what group are they attempting to place them? What type of oppression is seen in these passages? What correlation can you make in modern history concerning this passage?

“Laronia could not contain herself when one of these sour-faced worthies cried out, "What of your Julian Law? Has it gone to sleep?" To which she answered smilingly," O happy times to have you for a censor of our morals! Once more may Rome regain her modesty; a third Cato has come down to us from the skies! But tell me, where did you buy that balsam juice that exhales from your hairy neck? Don't be ashamed to point out to me the shopman! If laws and statutes are to be raked up, you should cite first of all the Scantinian: inquire first into the things that are done by men; men do more wicked things than we do, but they are protected by their numbers, and the tight-locked shields of their phalanx. Male effeminates agree wondrously well among themselves; never in our sex will you find such loathsome examples of evil.” (Juvenal Satura II lines 36-46)

social discourse and illuminate the social system of the ancient world. What are some connections that can be made between the ancient and modern worlds? Have things really changed over time? Students will present their findings to the class through an avenue of their choosing. (Knowledge, Analysis, Evaluation, Synthesis)




Students will research a modern radical group and analyze the propagana behind the group. Students will analyze how the ideals match the prejudices of the group. Students will then compare the modern group to another group in history and write an essay on the two comparing and contrasting the methods, reasons and ideals of each group. (Knowledge,

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Comprehension, Application, Analysis, Synthesis, Evaluation)

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Topic: Is this an accurate picture of Rome?




Goal 22: The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Juvenal, and determine the true mode of fiction and accurate portrayal.







2 22.1. Translate selections from Juvenal‟s Satura






22.7. Understand the history surrounding the author and Rome and make judgments about the accuracy of the work


How do we know if something is accurate?

When we think about the truth what are some things we hold as universal?

Why do people exaggerate?

When people exaggerate what kind of reaction might it produce?

What is a current book that seems like it might be fact but in reality is fiction?

What is a current movie that appears to be a documentary but in fact is not true?


Accuracy is the idea that the fact is apparent. To test the accuracy of a concept one cross-references the fact. The same can be done with ancient authors. By checking the surrounding events during the time of the written work, one can judge whether or not a concept is accurate.

Authors exaggerate to prove their point, encourage anxiety, and illustrate the ignorance of a group or idea.


Think about how people misconstrue things. Why might



Students will read selections of satire in translation and write responses to selections, Students will also use the journal to compose essay throughout the quarter that reflect on the theme of satire and culminate with an analysis of the works and how they fit into the ever changing class definition of poetry. Students will discuss the changes with their class. (Knowledge, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the poem in their translation journal. Students will keep a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. (Knowledge, Analysis, Application)

Respond to a selection of Juvenal. Identify any social discourse and illuminate the social system of the ancient world. Considering accuracy and

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they do that? What point is proven by their exaggeration? Think about a “mockumentary” that is popular right now. Is this an accurate portrayal of America? Why do people watch it then? How might future generations view these films? How does it make you feel about the accuracy of Juvenals‟ work? Compare some of the selections from Juvenal to a recent “mockumentary” and write a comparative report on the two.


Goal: Students will pretend to work for “Entertainment Weekly” magazine. As part of a job reviewing movies and books they must review a “mockumentary” type film and Juvenal‟s “Satura”.

Role: The student is a writer for a magazine and must review two media and report on the satirical aspects of both works.

Audience: Modern readers who enjoy satire.

Situation: The student is a writer who writes for an entertainment magazine. He/she needs to illustrate why each of the works are satires and how accurate they may

exaggeration to prove a point, what are some connections that can be made between the ancient and modern worlds? Have things really changed over time? Students will choose sides and debate the changes. (Knowledge, Analysis, Evaluation, Synthesis)


Students will select a period in modern history and research the propaganda surrounding the time. Students will analyze how certain time periods and propagandas changed how things were written and how ideas were portryaed. (i.e. during McCarthism the idea of “reds” and their treatment). Students will then study articles from the time period and think about how accurate they are knowing the historical facts of the time. How does this change their opinion about the work of the author? How does this better help them to understand the validity and accuracy of the author? Students will write an essay on the research and choose a form of presentation. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)


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be and why they think that.

Product: The student will create a written review of two different types of media. The review must explain why the two works are satires. It must cite examples from the work themselves. The student must also speak to the accuracy of each work. It is necessary to state why they believe each work to be accurate and cite examples from other sources contemporary with the work.


1. The student writes a compelling review of the satires and addressing any number of the following:

How is this work a satire?

Why do we need this satire? What purpose does it serve?

Does the work reveal the understanding of a test for accuracy and explain the reasoning behind any exaggerations?


2. Did the student express themselves in a humorous, persuasive manner? Did they encompass all of the


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enduring understanding covered so far in the quarter? Is an understanding and appreciation for satire clearly visible but not explicitly stated in the work? Is all spelling and grammar correct in the written dialogue?

3. Does the review of the satire and the language employed have a distinct IMPACT on the reader? Is the work going to make an audience understand the issues presented? Will it illustrate the effective use of exaggeration? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE AUDIENCE.

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Topic: Juvenal as a social artist rather than a social reformer




Goal 23: The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Juvenal, and respond to the effect of literary criticism.







3 23.1. Translate selections from Juvenal‟s Satura.






23.7. Understand the history surrounding the author and Rome and make judgments about the accuracy of the work


What makes a work great?

How does what you are told about a work influence how you read it?

How do you know what an author is saying about a work?

What are some inferences a reader must make when an author omits information in a work?

How can one ever be sure of the meaning of a work?


Being told that a work is about a certain thing places a preconceived notion in one‟s head. This affects how one reads a work and the impact it will have on the reader.

Sometimes an author is merely writing what he/she sees and not trying to effect social change.

In order to be certain of the meaning and purpose of a work one must research the work and author.


Juvenal did not simply write what he saw nor did he simply consider himself a social artist. He is the most caustic of the satirists and never minced words or meanings in his work. It is, however, proper to consider the possibility of



Respond to a selection of Juvenal. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the poem in their translation journal. Students will keep a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. (Knowledge, Analysis, Application)


Respond to a selection of Juvenal. Identify any examples of the topics discussed in class i.e. philanthropy, its necessity and the injurious effects

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23.8. Create their own satire in the style of Juvenal which encompasses all the enduring understanding learned in the quarter





23.13. Prepare and tutor lower level students in Latin to assist their peers and themselves in better understanding the Latin

Juvenal as a social artist rather than a social reformer simply to understand how to deduce meaning and intent from a work. This practice will serve one well in future reading.

Think about the selections read in class and analyze them first written as merely a social commentary and then written as a means of social reform. Does it change how you feel about the work? Does reading it one way make you like it more? Think about the history surrounding the work. Does it change your opinion about the author‟s reason for writing the work?



Goal: Students will create their own short satire in the style of Juvenal. They will need to rely on the elements learned in the quarter to present a solid work.

Role: The student is an author representing satire. The students must promote satire and its many uses following the style of Juvenal

Audience: The reader of the satire. The class, teacher and those who enjoy reading and satire.

Situation: The student is an author writing a satire for the greater good. Making the reader laugh and understand the

on a culture if not obtained. How does the author illustrate the topic and to what effect? Students will present their findings to the class. (Knowledge, Analysis, Evaluation, Synthesis)


At the end of the unit, students will read, analyze, and revise their initial definition of satire. What needs to be changed? Why did we change our minds? How is this definition more apt than the previous? (Knowledge, Analysis, Evaluation, Synthesis)



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language


lessons of his/her work. The work should center around social reform and reflect a knowledge gathered throughout the quarter.

Product: The student will create a satire that reflects a knowledge and understanding of the satirist Juvenal. It should illustrate an understanding of the methods and topics covered by the author. The work should show the topics discussed during the quarter and reflect and understanding of social reform versus social commentary and the mores of the time period. The work should be humorous and demonstrate to the audience an understanding of Roman culture concerning satire and its correlation to the modern world. The work should rely heavily on the satire discussed in class and the examples given from the authors‟ works discussed in class both ancient and also modern.


1. The student writes a compelling satire addressing any number of the following:




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2. Did the student express themselves in a humorous, persuasive manner? Did they encompass all of the enduring understanding covered in the quarter? Is an understanding and appreciation for satire clearly visible but not explicitly stated in the work? Is all spelling and grammar correct in the written dialogue?

3. Does the quality of the poster and the language employed have a distinct IMPACT on the reader? Is the work going to make an audience understand the issues presented? Will it illustrate the effective use of satire and aide in its continued use in the modern world? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE AUDIENCE.

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Topic: Epigrams: limericks and rhymes to make fun of friends and enemies




Goal 24: The student will be able to compare the Ancient epigram to the modern limerick, analyze and interpret the form and purpose of the epigram, and read, parse, and critique the Latin text of Martial.







3 24.1. Translate selected Epigrams of Martial

24.2. Read Epigrams (in English) and ascertain what the proposed outcome of each epigram is and how the author brings the point to fruition




24.6. Understand the social reasoning and levity behind the work



What makes a good limerick?

Must all limericks rhyme?

What is the purpose of a limerick?

What information can you glean from a limerick?


Traditionally, limericks are five lines with the first, second, and fifth lines rhyming with each other, and the third and fourth lines, which are shorter, forming a rhymed couplet.

It can be said that the limerick descended from Martial‟s Epigrams. These short works illustrate many themes and shed light on life for the common Roman. He speaks freely of daily occurences in Rome such as living conditions, food, doctors, friends and enemies.


Martial‟s ability to observe daily life and people created material that not only provides mirth to its reader but also allows one to see a glimpse into the Roman world. Not surprisingly it is not that different from ours! Look at the epigrams below and write a response. How does it make you feel? Is it directed at anyone in particular? Is it a friend



Students will read selections of satire in translation and write responses to selections, Students will also use the journal to compose essay throughout the quarter that reflect on the theme of satire and culminate with an analysis of the works and how they fit into the ever changing class definition of poetry. Students will discuss their ideas with the class. (Knowledge, Evaluation, Synthesis)


Respond to a selection of Martial. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. Present translation to the class. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the epigram in their translation journal. Students will

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or an enemy? Does the topic represented correlate to the modern world?

“If memory serves, Aelia, four teeth had you, But one cough, then two, spewed two teeth plus two. Now you can cough everyday fearlessly For no harm to you can a cough do” (Martial Epigrams 1.19) “The little book, which you recite, is mine, O Fidentinus, but when you recite badly, it begins to be yours.” (Martial Epigrams 1.38) “I live in a little cell, with a window that won't even close, In which Boreas himself would not want to live." (Martial Epigrams 8.14)

keep a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. (Knowledge, Analysis, Application)


Respond to an epigram of Martial. Identify any social discourse and illuminate the social system of the ancient world. What are some connections that can be made between the ancient and modern worlds? Have things really changed over time? Students will debate their findings to the class. (Knowledge, Analysis, Evaluation, Synthesis)



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Interpretive, Interpersonal, Presentational Students will create a series of limericks and epigrams in the style of Martial using his words. Students will select epigrams in Latin and then translate them into a word for word Latin translation followed by smooth English translation and finally, a translation in the style of a limerick, eprigram or haiku. Students will choose their best two and display them artistically reflecting either the type of translation or the meaning of the work. (e.g is it is in hakiu and asian type theme). Students will choose how they will present their findings to the class. (Application, Analysis, Synthesis, Evaluation)


Students will research the prescribed author using accurate and worthy websites, books and scholarly articles. (Students may not use Wikipedia!). Students will then collaborate with their peers and create an encyclopedia type entry concerning their author. The entry should include the source consulted for their work. After students finish their entry, they will compare their entry to that on the Wikipedia site. Students will then make adjustments to the Wikipedia site and thereby correct the erroneous entry with scholarly research. (Knowledge, Comprehension, Application,

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Analysis, Synthesis, Evaluation)



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Topic: No profession or trade is spared.




Goal 25: The student will be able to analyze and interpret the form and purpose of satire, formulate an apt way to esffect social or political change, and read, parse, and critique the Latin text of Martial.
















When dissatisfied with a professional service what avenues are available?

How can you make sure that your complaints advocate change?

How can you make sure that the general public knows if a business is really terrible?

When is it ok to complain about service?

How are customer complaints today similar to those in ancient times?


In our modern world businesses have avenues for an unhappy customer. One can complain about a service or business and expect either a letter or apology about the error. In more egregious cases one can contact the Better Business Bureau.

Some people will go as far as standing outside a building or creating a website that emblazons their dissatisfaction to the world. This is similar to how an ancient would have handled the problem. Writing on a wall about a tavern or store in its proximity was a daily occurrence. Martial takes this to a world wide web level when he writes about a tradesman in an epigram.



Students will read selections of satire in translation and write responses to selections, Students will also use the journal to compose essay throughout the quarter that reflect on the theme of satire and culminate with an analysis of the works and how they fit into the ever changing class definition of the genre. (Knowledge, Evaluation, Synthesis)


Respond to a selection of Martial. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. Students will discuss with the class. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the epigram in their translation journal. Students will keep a grammar notebook and journal. They will use the notebook and journal to record any complex

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Martial, for a modern audience, provides a glimpse into the world of a Roman along with the humor a contemporary would have derived. The contemporary would have also gained information about a local tradesman or business owner.

Read the epigrams below and write a brief response about them. How do they make you feel? What is the trade being scorned? Does the topic represented correlate to the modern world? Would the contempt be for another professional group?

"I felt a little ill and called Dr. Symmachus. Well, you came, Symmachus, but you brought 100 medical students with you. One hundred ice-cold hands poked and jabbed me. I didn't have a fever, Symmachus, when I called you –but now I do.(Martial Epigrams 5.9) “Until recently, Diaulus was a doctor; now he is an undertaker. He is still doing as an undertaker, what he used to do as a doctor.” (Martial, Epigrams 1.47) “You are now a gladiator, although until recently you were an ophthalmologist. You did the same thing as a doctor that you do now as a gladiator.”

syntax they encounter as well as any literary themes that have a recurring role in their reading. Students will present to the class. (Knowledge, Analysis, Application)


Respond to an epigram of Martial. Identify any social discourse and illuminate the social system of the ancient world. What are some connections that can be made between the ancient and modern worlds? Have things really changed over time? (Knowledge, Analysis, Evaluation, Synthesis)

Interpretive, Interpersonal, Presentational Students will research different agencies in our world that assist people with consumer complaints. Students will create a poster describing these avenues and then create another poster with an ancient twist. Using the knowledge they‟ve gained, students will pretend that they are living in the ancient world and own a consumer service business. Posters should reflect an understanding of the modern business and the mores of the ancient world. (Knowledge, Comprehension, Application, Analysis, Evaluation)

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(Martial, Epigrams 8.74)

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Topic: Satire as a means of revenge




Goal 26: The student will be able to compose an effective epigram and read, parse, and critique the Latin text of Martial.













26.7. Create their own epigram in the style of Martial

26.8. Create a portfolio of English and Latin literature that reflect the enduring understandings throughout


Is revenge ever justified?

How can one feel better without hurting another person?

What are some avenues for feeling better about being wronged?

Why might it be healthy to talk about your anger?


In some cultures it is seen as a person‟s duty to exact revenge and ensure justice.

Some cultures teach acceptance and passivity concerning revenge.


One way to exact revenge is to write about a person and present it to the general public. This is something we do all too often in the modern world. Just turn on any episode of Jerry Springer and one will find the revenge formula in use. Martial does a similar act in his Epigrams. While not as biting as Juvenal his work is shorter and more easily accessible to the modern reader. Their brevity adds to their levity.

Martial writes some of his most caustic albeit witty



Students will read selections of satire in translation and write responses to selections, Students will also use the journal to compose essay throughout the quarter that reflect on the theme of satire and culminate with an analysis of the works and how they fit into the ever changing class definition of the genre. Students will discuss this in class. (Knowledge, Evaluation, Synthesis)


Respond to a selection of Martial. Identify any aspects of the class definition of the genre within the selections, defend or support the validity of the definition within the context of this new passage, and revise the classroom definition. Students will present their findings to the class. (Knowledge, Analysis, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the epigram in their translation journal. Students will keep a grammar notebook and journal. They will

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the quarter






Intermediate High

epigrams when he is writing about an enemy and exacting his revenge. Look at the selections below and write a response to each. At whom is the tirade directed? It is funny or just mean? How do they make you feel? How does the topic represented correlate to the modern world?

“Avitus, you ask how Philinus, who has never been with a woman, becomes a father. Let Gaditanus answer that, who has never written anything, but is a poet.” (Martial Epigrams 8.14) If Ligeia is as many years old as the number of hairs on her head, she is three years old. (Martial Epigrams 12.7) You don‟t write poems, Laelius, you criticise mine. Stop criticising me or write your own. (Martial Epigrams 1.9) You ask what I see in my farm near Nomentum, Linus? What I see in it, Linus, is: from there I can‟t see you. (Martial Epigrams 2.38) Rome praises, loves, and quotes my little books, I‟m there in every pocket, every hand. See them blush, turn white, stunned, yawn, disgusted. I like it: now‟s when my poems give me delight.

use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. Students will present their findings to the class. (Knowledge, Analysis, Application)


Respond to an epigram of Martial. Identify any social discourse and illuminate the social system of the ancient world. What are some connections that can be made between the ancient and modern worlds? Have things really changed over time? Students will debate their ideas and findings. (Knowledge, Analysis, Evaluation, Synthesis)



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(Martial Epigrams 6.60)

Grasps: Performance Assessment (Application, Comprehension, Analysis, Evaluation, Synthesis) Goal: Students will be asked to create their own epigram in the style of Martial.

Role: The student is an author representing satire. The student must promote satire and its many uses following the style of Martial.

Audience: The reader of the satire. An ancient Roman, the class, teacher and those who enjoy reading and satire are all privy to the epigram.

Situation: The student is an author writing a satire for the greater good. Making the reader laugh and understand the lessons of his/her work. The work should reflect the enduring understandings learned through the quarter.

Product: The student will create satire that reflects a knowledge and understanding of the satirist Martial. It should illustrate an understanding of the methods and topics covered by the author. The work should show the topics discussed during the quarter and reflect and

Interpretive, Interpersonal, Presentational Students will read a memoir of their choice in which the author bambasts people in his or her life. Students may also choose to use interviews instead of a memoir. After reading the work, students will compare and contrast the two authors and their style in the form of an essay. Students will then create a talk show using ancient figures. Students will create modern problems for them to solve with satire and present to the class. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)



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understanding of the uses of epigram. The work should be humorous and demonstrate to the audience an understanding of Roman culture concerning satire and its correlation to the modern world. The work should rely heavily on the epigrams discussed in class and the examples given from the authors‟ works discussed in class both ancient and also modern.


1. The student writes a compelling epigram addressing any number of the following:





2. Did the student express themselves in a humorous, persuasive manner? Did they encompass all of the enduring understandings covered so far in the quarter? Is an understanding and appreciation for satire clearly visible but not explicitly stated in the work? Is all spelling and grammar correct in the written dialogue?

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3. Does the quality of the satire and the language employed have a distinct IMPACT on the reader? Is the work going to make an audience understand the issues presented? Will it illustrate the effective use of satire and aide in its continued use in the modern world? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE AUDIENCE.

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Topic: Satire as a means of information i.e. “gossip” and “news”




Goal 27: The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Martial, and posit what his work is to our higher definition of satire.













27.7. Compare all types of satire discussed through the quarter, analyze and defend which writer is the best satirist

27.8. Create a portfolio of English


What are some ways one acquires news?

What are ways one can analyze a media source?

How can news travel quickly?

Where can one find news today?

Where might someone find news in antiquity?


News media is available in many sources today. In antiquity news was disseminated via word of mouth, graffiti and papyri.

For the literate Roman, satire was just one of the many ways to acquire information. They would in turn tell the illiterate and through word of mouth the interesting information would spread.

The same can be said today of gossip websites that disseminate the latest Hollywood foibles.


Martial‟s epigrams convey information about himself and the general happenings around him. He also likes to deliver the occasional barb of gossip all in the name of fun. Look at the selections below and write a response to each. At whom is the tirade directed? It is funny or just mean? How do they make you feel? How does the topic represented



Students will read selections of satire in translation and write responses to selections, Students will also use the journal to compose essay throughout the quarter that reflect on the theme of satire and culminate with an analysis of the works and how they fit into the ever changing class definition of genre. Students will present their findings to the class. (Knowledge, Evaluation, Synthesis)

Assessment Models:


Students will translate satire reflecting not only the Latin but also a workable English meaning of the epigram in their translation journal. Students will keep a grammar notebook and journal. They will use the notebook and journal to record any complex syntax they encounter as well as any literary themes that have a recurring role in their reading. Students will present their findings to the class. (Knowledge, Analysis, Application)


Students will choose one of the three authors examined in the quarter to be defended as the most

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and Latin literature that reflect the enduring understandings throughout the quarter






correlate to the modern world?

“Traveler, who treads the Flaminian Way, don‟t pass this noble marble by. the wit of the Nile, the city‟s delight, grace and art, and pleasure and play, the worth and grief of the Roman stage, and every Venus, and every Cupid, here in Paris‟s tomb, together, buried, lie.” (Martial Epigrams 11.13) “When you want to go visit a distant lover, for sure, now, Paula, you‟ll not be telling that stupid husband of yours, „Caesar‟s ordered me off to Alba tomorrow first thing, Caesar: Circeii.‟ The age of such tricks has gone. Under Nerva‟s rule it‟s all right to be a Penelope: but those „needs‟ of yours, your true nature, won‟t let you. Bad girl, what can you do? Discover an ailing friend? Your husband would stick fast to his lady himself and go with you, if it were brother, mother, or father. So, my ingenious one, what ruse do you consider? Some other adulteress would say, for her nerves, she needed to take the waters at Sinuessa. You do better, Paula, when you want to go traveling, you choose to tell that husband of yours the truth!” (Martial Epigrams 11.7) “Not only idle Rome rejoices in my Muse, my fragments don‟t just fall on empty ears,

worthy of all the satirists (Abiding to the classroom definition). The students will then choose selections from the author that are exemplary of what they deem to be truly satirical and intellectually appealing in nature. Next, the student will compare and contrast these ideals with a modern satirist of worth. Finally, the student will construct a visual aid that compares the Ancient satirical ideals with the modern, along with a definitive statement on the nature and purpose of satire. What ideals persist throughout the ages? (Knowledge, Application, Evaluation, Synthesis)


Students will research current gossip magazines and then choose two celebrities and write an eprigram, limerick or hakiu in Latin about them following the styling of the authors learned this quarter. Students should show a knowledge of the period, language and use of satire in both the ancient and modern world. Students should display their work with a picture of the celebrities on the reverse. Students will then read their work to the class and the class wil attempt to guess the celebrity. (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

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no, my book‟s thumbed by rigid centurions stuck to their Martial standards in Getic frost, and they even say the Britons recite my verse. What‟s the good? My purse would never know it. And yet, what excellent pages I could scribble, what battles my Pierian trumpet could blow, if while re-incarnating Augustus here on earth, the kind gods had sent Rome a Maecenas, too!” (Martial Epigrams 11.3)



Goal: Students will defend one of the authors discussed this quarter as the best satirist.

Role: The student is an orator who must defend not only a satirist but satire in general and its role in the ancient and modern world.

Audience: The audience present during the oration and defense.

Situation: The students is an orator defending a satirist and satire as a necessity for the greater good, making the reader laugh and understand the lessons of his/her work. The work should reflect the enduring understanding learned through the quarter.



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Product: The student will create a persuasive argument for their satirist. The argument must defend the role of satire in the ancient and modern world and assert why it will be as (or more) important for future generations. The student must defend their satirist with examples of their work. A visual aide is welcomed and expected to assist with the argument.


1. The student writes a compelling epigram addressing any number of the following:





How does the student defend his/her satirist? Do they use the examples from the author himself?

2. Did the student express themselves in a humorous, persuasive manner? Did they encompass all of the enduring understanding covered so far in the quarter? Is an understanding and appreciation for satire clearly visible but

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not explicitly stated in the work? Is all spelling and grammar correct in the written dialogue?

3. Does the quality of the satire and the language employed have a distinct IMPACT on the reader? Is the work going to make an audience understand the issues presented? Will it illustrate the effective use of satire and aide in its continued use in the modern world? The student will be assessed for effective, succinct arguments that carry enough persuasive gravity to PERSUADE THE AUDIENCE.

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COURSE BENCHMARKS

1. The student will be able to analyze and assess the role of love poetry in both ancient and modern contexts and synthesize a definition of what constitutes love poetry and how it is conveyed to readers.

2. The student will be able to compare, criticize and contrast modern and ancient love poetry, evaluate different poems and appraise different poems to determine their value in the genre.

3. The student will be able to analyze different works to identify what emotion or reaction the poem is trying to evoke, evaluate and judge the value of each poem according to the class definition.

4. The students will be able to finalize and defend a definition of love poetry that includes the ideas and information discussed during the quarter.

5. The student will be able to examine the response to literature in the Ancient Roman world, and synthesize a comprehensive definition of what makes a work Literature and what it means to its readers.

6. The student will be able to theorize and determine the role of history in the ancient world, judge whether history belongs with the classroom definition of Literature and its subordinate genres.

7. The student will be able to analyze and interpret the form and purpose of fable, read, parse, and critique the Latin text of Phaedrus, and posit what the role of fable is to our higher definition of Literature.

8. The student will be able to comprehend and analyze the Ancient Roman poetic ideal, compare and contrast Ancient and Modern poetic theory, and identify the poet‟s responsibility to his/her own culture.

9. The student will be able to analyze their understanding of the role of philosophy in their own world, examine the method and reception of philosophy in the Ancient Roman world, and synthesize a comprehensive definition of what makes a work Literature and what it means to its readers.

10. The student will be able to comprehend, analyze, explore and apply the Stoic lifestyle, read and translate the Latin texts of Seneca, and compose a dialogue between a Stoic and Epistemologist.

11. The student will be able to comprehend, analyze, explore and apply the Skeptical or Epistemological lifestyle, translate and analyze the Latin text of Cicero‟s Somnium Scipionis.

12. The student will be able to translate and analyze Lucretius‟ De Rerum Natura in Latin, comprehend, analyze, explore and apply the Epicurean manner of living.

13. The students will be able to examine the method and reception of satire in the Ancient Roman world, and synthesize a definition of what makes a work satire and what it means to its readers.

14. The student will be able to comprehend and analyze the Roman satire, compare and contrast Ancient and Modern satirical writing, and identify the satirists response to his/her own culture.

15. The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Petronius, and posit what his work is to our higher definition of satire.

16. The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Petronius, and realize and analyze forms of excess and their impact.

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17. The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Petronius, and analyze the role of education in regard to social standing and theorize about the responsibility of the privileged.

18. The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Juvenal, and define and understand the purpose and practice of morals.

19. The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Juvenal, and interpret how the satirist uses fear and marginalization.

20. The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Juvenal, and determine the true mode of fiction and accurate portrayal.

21. The student will be able to analyze and interpret the form and purpose of satire, read, parse, and critique the Latin text of Juvenal, and respond to the effect of literary criticism.

22. The student will be able to compare the Ancient epigram to the modern limerick, analyze and interpret the form and purpose of the epigram, and read, parse, and critique the Latin text of Martial.

23. The student will be able to analyze and interpret the form and purpose of satire, formulate an apt way to affect social or political change, and read, parse, and critique the Latin text of Martial.

24. The student will be able to compose an effective epigram and read, parse, and critique the Latin text of Martial. 25. The student will be able to compose an effective epigram and read, parse, and critique the Latin text of Martial. 26. The student will be able to effectively research and analyze the life of each prescribed author. 27. The student will be able to interpret and analyze said work and evaluate work as a comparative source for ancient works. 28. The student will be able to understand meter and how it is used in poetry. 29. The student will be able to understand poetic devices and how they are used in all forms of literature. 30. The student will be able to evaluate ancient and modern work for meter and device and compose an essay on said works.

monroe township schools · 2011. 12. 15. · monroe township schools curriculum management system...

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