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A Correlation of

A Call to Conquest Readings from Caesar’s Gallic Wars

©2013

To the AP Latin

Learning Objectives and Evidence Statements

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A Call to Conquest: Readings from Caesar’s Gallic Wars to the

AP Latin Learning Objectives and Evidence Statements

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Table of Contents

Learning Objectives and Evidence Statements for Reading and Comprehending .... 3 Learning Objectives and Evidence Statements for Translation ............................. 12 Learning Objectives and Evidence Statements for Contextualization ................... 14 Learning Objectives and Evidence Statements for Analysis of Texts .................... 20



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AP Latin Curriculum Framework Learning Objectives

and Evidence Statements


©2013 Learning Objectives and Evidence Statements for Reading and Comprehending Primary Objective: The student reads and comprehends Latin poetry and prose from selected authors with appropriate assistance. The student demonstrates knowledge of Latin vocabulary in reading passages.

definition of Latin words and idioms The program provides extensive opportunities for students to understand, analyze and apply Latin words and idioms. The “Expanding Your Vocabulary” introduction on page 18 outlines the various methods students can use to work with Latin words and idioms. There are extensive, full-page definition and language notes opposite every Latin passage in the book. These notes provide both basic translations of key words and phrases and also explore their etymology, contextual usage, and nuances of meaning. For examples see the following pages: 24, 26, 28, 30, 102, 104, 110, 112, 114, 138, 140, 144, 146, 148, 150, 152, 154, 156, 158, 168, 170, 182, 184, 186, 196. Several additional categories of specialized notes provide in-depth exploration of key phrases and words. These include the following clearly marked features: Forms, 31, 32, 36, 100; Structure, 81, 82, 88, and 133; Vocabulary, 26, 83, 97, 163; and Reading Strategies (vocabulary related examples), 25, 27, 37, 90, and 165.

distinction between easily confused Latin words (e.g., vir/vis, mos/mora)

Vocabulary notes that accompany every Latin passage help students distinguish easily confused Latin words and phrases. For examples see: Explanatory note #1 (concilium and cōnsilium), 110; Explanatory note #9 (prōdeō), 116; and Explanatory note #22 (versō), 162



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©2013 response that indicates

understanding that more than one Latin word may be appropriately translated by the same English word (e.g., mare, aequor, fluctus as “sea”)

Explanatory notes that accompany every Latin passage remind students that more than one Latin word may be appropriately translated by the same English word. For examples, see: Text note (third bullet), 79; Explanatory note #5 (translation of an idiom), 104; Explanatory note #11 (translation of an idiom), 148

response that indicates understanding that one Latin word may be appropriately translated by more than one English word (e.g., vir as “man,” “hero,” “husband”)

Vocabulary and text notes remind students of Latin words and phrases that have more than one meaning in English. For examples, see: Explanatory note #6 (cum), 94; Explanatory note #11 (lōrīca), 148; Explanatory note #17 (translating rem), 162; and Explanatory note #6 (cum), 184. Also see the Cultural Context note about the word virtūs on page 27.

The student explains the meaning of specific Latin words and phrases in context. identification of the meanings of

Latin words and phrases in context The extensive, full-page definition and language notes opposite every Latin passage provide translations of key words and phrases in context. For examples see: 34, 36, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 146, 148, 150, 152, 154, 156, 158, 160, 162, 164, 192.

explanation of the meaning of Latin words and phrases in context

The Discussion questions provide opportunities for students to analyze words and phrases in context and share their understanding and interpretation of them with the instructor and with their peers. For examples: Discussion question #1, 91; Discussion question #2, 127; and Discussion question #1, 137.



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©2013 explanation of the figurative

meaning of Latin words and phrases in context (e.g., ferrum as “sword,” lumina as “eyes”)

The program provides definitions and examples of figures of speech and literary devices. The overview of these can be found in the introductory section “Rhetorical Devices and Figures of Speech” on pages 18–19. The vocabulary notes point to their use in context such as can found on the following pages: Explanatory note #19 (ellipsis), 158; Explanatory note #2 (hendiadys and alliteration), 188. Also see Discussion question #4 on page 127.

The student uses specific terminology to identify grammatical forms and syntactic structures.

identification of grammatical forms (e.g., gender, number, and case of nouns; tense and mood of verbs — see terminology list)

The definition and language notes opposite every Latin passage provide point of use explanations of grammatical forms. For examples see: Explanatory note #9 (form of tertīa) 32; Explanatory note #16 (conciliātūrum), 36; and Explanatory note #1 (est… ventum), 86 In addition, a number of features support student identification of grammatical forms. See the following features: Reading Strategy (grammar), 25, 31, 33, 77, 93, 136; Forms, 31, 32, 36, 100; Summary of Forms, 250–264 Summary of Grammar: Basic Forms and Functions, 265–279



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©2013 identification of syntactic structures

(e.g., indirect statement — see terminology list)

The program suggests that students use identification and analysis of sentence structure as the primary strategy in decoding and understanding Latin passages. The article entitled “Reading Caesar’s Latin” on pages 13–16 provides a model of how to break down sentence structure and explains in detail how knowledge of syntax can lead to better understanding of unfamiliar Latin text. The definition and language notes opposite every Latin passage provide explanatory notes about particular point of syntax. For examples see: Explanatory note #2 (obsidēs…pollicitī sunt) 84; Explanatory note #1 and Reading Strategies (It ūnō tempore), 89; and Explanatory note #1 (idem… fore vidēbat), 104 In addition, a number of features support student identification of syntax. See the following features: Reading Strategy (syntax), 37, 41, 75, 77, 87, 89, 91, 92, 99, 102–103, 121, 144; Structure, 81, 82– 83, 88, 133 Summary of Grammar: Sentence Structure, 280–292

The student demonstrates knowledge of Latin syntax to read and comprehend Latin texts. paraphrase of text that reflects

knowledge of syntax The Discussion questions provide opportunities for students to demonstrate their knowledge of syntax. For examples see: Discussion question #3a (restating the meaning of a sentence), 127; Discussion question #2 (restating the meaning of a phrase), 129; and Discussion question #1 (restating the meaning of a phrase), 137



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©2013 literal translation of text that reflects

knowledge of syntax The Discussion questions provide opportunities for students to translate the text using their knowledge of syntax. For examples see: Discussion question #1 (translate specific clause), 91 and Discussion question #1 (translate first sentence of the chapter), 195

response that reflects knowledge of syntax

The Discussion questions provide opportunities for students to demonstrate their knowledge of syntax. For examples see: Discussion question #1 (use of a clause), 91; Discussion question #3 (position of a word in a sentence), 139; and Discussion question #1 (word order), 163.

The student scans dactylic hexameter in Latin poetry. identification of the elements of

scansion of dactylic hexameter (e.g., dactyls, spondees, elision)

The program focuses exclusively on the Caesar’s De bello Gallico. Opportunities for students to understand Caesar’s use of literary devices, however, can be found in the introductory section “Rhetorical Devices and Figures of Speech” on pages 18–19. The vocabulary notes point to their use in context such as can found on the following pages: Explanatory note #19 (ellipsis), 158; Explanatory note #2 (hendiadys and alliteration), 188. Also see Discussion question #4 on page 127.

scansion of dactylic hexameter The program focuses exclusively on the Caesar’s De bello Gallico. Opportunities for students to understand Caesar’s use of literary devices, however, can be found in the introductory section “Rhetorical Devices and Figures of Speech” on pages 18–19. The vocabulary notes point to their use in context such as can found on the following pages: Explanatory note #19 (ellipsis), 158; Explanatory note #2 (hendiadys and alliteration), 188.



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©2013 determination of vocabulary,

grammar, and syntax based on scansion (e.g., case and number of nouns and adjectives, tense of verbs, distinction between similar words)

The program focuses exclusively on the Caesar’s De bello Gallico. Opportunities for students to focus on vocabulary, grammar, and syntax, however, can be found in the features: Reading Strategy (grammar), 25, 31, 33, 77, 93, 136; Forms, 31, 32, 36, 100; Summary of Forms, 250–264; and Summary of Grammar: Basic Forms and Functions, 265–279, Sentence Structure, 280–292; and the translations of Latin vocabulary and phrases found throughout. For examples see: 34, 36, 38, 40, 42, 44, 98, 100, 102, 104, 110, 112, 114, 116, 144, 146, 148, 150, 152, 184, 186, 188, 190, 192, 194, 196.

The student reads aloud Latin poetry and prose with attention to linguistic and artistic qualities.

attention to linguistic qualities (e.g., pronunciation, vowel quantities, accentuation) of Latin prose and poetry

Particular linguistic qualities of Caesar’s prose are introduced in the list of “Rhetorical Devices and Figures of Speech” on pages 18–19. These include alliteration, hyperbaton, and tmesis.

attention to artistic qualities (e.g., emphasis, phrasing, inflection, tone) of Latin prose and poetry

The program provides an overview and explanation of key literary devices in the introductory section “Rhetorical Devices and Figures of Speech” on pages 18–19. The explanatory notes point to their use by Caesar throughout the program. Examples can be found on the following pages: Explanatory note #19 (ellipsis), 158; Explanatory note #2 (hendiadys and alliteration), 188. Also see Discussion question #4 on page 127.



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©2013 attention to meter and elision in

Latin poetry The program focuses exclusively on the Caesar’s De bello Gallico. Opportunities for students to aspects of Latin related to meter and elision can be found in the program’s explanation of the Reading Strategy called “gapping” on page 25.`

The student identifies stylistic features in Latin poetry and prose. identification of rhetorical devices

and figures of speech (e.g., anaphora, hyperbole, metaphor, rhetorical questions) in Latin texts


The student identifies references to Roman culture, history and mythology in Latin texts. identification of references to Roman

culture (e.g., Penates, centurio, virtus, pietas) in Latin texts

Introductory articles, notes, and English translations of chapters provide references to and explanations about Roman culture. For examples see: Visual Sources: Coin of Caesar, 3, Italy and Neighboring Provinces, 21, Gallic torque, 29, Central and southern Gaul, 45, Gallic coin found at Dover, 87, Roman soldiers foraging, 98, Coin with British chariot, 101, Statue of Ambiorix, 131, Coin with trophy of Gallic arms, 167, Centurion, 174; Cultural Context: virtus, 27, factionalism among Gauls, 37, Helvetii, revival of name, 43, fortification of camp, 149, names of cities, 117 Related sources: Diodorus Siculus on the Gauls, 108; Memorial to a Centurion, 166; Epitaph for Two Soldiers, 174; A Political Survivor, 208



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©2013 identification of references to Roman

history (e.g., Augustus, invasion of Britain) in Latin texts

The text itself is a work of historical writing. Introductory articles, notes, and English translations of chapters throughout provide additional information about related historical events, social and political issues of the time, and other details relevant to understanding the text. For examples see: Introductory articles: Time Line, x; Caesar’s Life, 1–4; The Gauls, 4; Roman Involvement in Gaul, 5; Book I: Chapters 8–54 (pages 50-70); discussion questions, 71; Notes: Explanatory note #8 (the Helvetians), 39; Explanatory note #2 (Roman activity in the Mediterranean), 88; List of Illustrations, Diagrams, and Maps, 3, 10, 12, 21, 22, 29, 45, 54, 72, 78, 81, 87, 95, 98, 101, 111, 131, 145, 146, 155, 157, 167, 174, 193, 208, 209, 219, 240, 242 Related sources: Diodorus Siculus on the Gauls, 108; Memorial to a Centurion, 166; Epitaph for Two Soldiers, 174; A Political Survivor, 208

identification of references to Greco-Roman mythology (e.g., Jupiter and Venus) in Latin texts

See the following explanatory notes which provides information about references Caesar makes to Greco-Roman and Celtic mythology in his writing: Explanatory note #1 (Mercurium), 190; Explanatory note #1 (Pluto), 192



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©2013 The student demonstrates overall comprehension of passages in Latin texts.

response to a factual question that reflects overall comprehension of the passage (e.g., main ideas in the passage, setting of the passage, sequence of events in the passage)

Questions follow both the Latin text (Initial Explorations) and the English translations of the chapters not included in the book. See the following: Initial Exploration (questions about Latin readings), 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 145, 147, 149, 151, 153, 155, 157, 159, 161, 163, 165, 167, 169, 171, 183, 185, 187, 189, 191, 193, 195, 197 Questions about English portions of the text, 71, 181, 207, 215, 222, 231–232, 237, 238, 248

summary or paraphrase that reflects overall comprehension of the passage

The Discussion questions provide opportunities to summarize and paraphrase portions of the texts. For examples see: Discussion question #3a (restating the meaning of a sentence), 127; Discussion question #2 (restating the meaning of a phrase), 129; and Discussion question #1 (restating the meaning of a phrase), 137

translation that reflects overall comprehension of the passage

The Discussion questions provide opportunities for students to translate the text. For examples see: Discussion question #1 (translate specific clause), 91 and Discussion question #1 (translate first sentence of the chapter), 195

response to an interpretive question that reflects overall comprehension of the passage (e.g., inference of an implied meaning, conclusion based on comprehension of a premise)

Discussion questions provide opportunities for students to demonstrate comprehension for and to analyze specific portions of the text. See the following pages: Discussion, 79, 91, 95, 115, 121, 127, 129, 130, 135, 137, 139, 141, 142, 145, 147, 149, 151, 159, 163, 165, 189, 191, 192, 195, 197



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©2013 Learning Objectives and Evidence Statements for Translation Primary Objective: The student translates previously prepared Latin texts into English as literally as possible. The student demonstrates knowledge of Latin vocabulary when translating Latin texts into English.

rendering in English that reflects an appropriate meaning of the Latin words

The Discussion questions provide opportunities to summarize and paraphrase portions of the texts. For examples see: Discussion question #3a (restating the meaning of a sentence), 127; Discussion question #2 (restating the meaning of a phrase), 129; and Discussion question #1 (restating the meaning of a phrase), 137

rendering in English that reflects the parts of speech of the Latin words

The Discussion and Explanatory notes provide opportunities for students to demonstrate their knowledge of Latin parts of speech. For examples see: Discussion question #1 (analysis of extended chiasmus), 139; Discussion question #1 (chiasmus), 189; Explanatory note #16 (cōnfirmat), 36; and Explanatory note #8 (cum), 86

The student demonstrates knowledge of Latin morphology when translating Latin texts into English.

rendering in English that reflects the grammatical forms of the Latin words (e.g., gender, case and number of nouns, adjectives, and pronouns; person, number, tense, voice, and mood of verbs; degree of adjectives and adverbs)

The Reading Strategy, Discussion, and Explanatory notes provide point of use explanations of grammatical forms. For examples see: Explanatory note #9 (form of tertīa) 32; Explanatory note #1 (est… ventum), 86; Discussion question #1 (historic present), 115; and Reading Strategy note (conditional sentences), 126 In addition, a number of features support student identification of grammatical forms. See the following features: Reading Strategy (grammar), 25, 31, 33, 77, 93, 136; Forms, 31, 32, 36, 100; Summary of Forms, 250–264 Summary of Grammar: Basic Forms and Functions, 265–280



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©2013 The student demonstrates knowledge of Latin grammar and syntax when translating Latin texts into English.

rendering in English that reflects the Latin grammatical constructions (e.g., subject-verb agreement, pronouns, and their antecedents, subordinate clauses)

The Discussion and Reading Strategy notes provide opportunities to for students to demonstrate their knowledge of Latin grammatical constructions. For examples see: Discussion question #1 (Caesar’s use of a clause), 91; Reading Strategy note (clauses), 121; and Reading Strategy note (clauses), 165

rendering in English that reflects the relationships between clauses

The Discussion and Reading Strategy notes provide opportunities for students to demonstrate their knowledge of the relationships between clauses. For examples see: Discussion question #1 (Caesar’s use of a clause), 91; Reading Strategy note (use of clauses), 91; Explanatory note #16 (cōnfirmat), 36; and Explanatory note #8 (cum), 86

The student demonstrates an understanding of differences between Latin and English usage when translating Latin texts into English.

rendering in English of Latin constructions that demonstrates an understanding of differences between Latin and English usage (e.g., indirect discourse, conditions, impersonal constructions, double datives)

The Reading Strategy notes provide opportunities for students to demonstrate an understanding of differences between Latin and English usage. For examples see: Reading Strategy note (indirect statement, general), 31; Reading Strategy note (indirect statement, head verb comes at end), 33; Reading Strategy note (indirect statement), 37; and Reading Strategy note (review of conditional sentences), 126



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©2013 Learning Objectives and Evidence Statements for Contextualization Primary Objective: The student relates the Latin texts to Roman historical, cultural, and literary contexts. The student uses knowledge of influential people and key historical events to demonstrate understanding of the Latin texts.

identification of influential people in Roman history (e.g., Julius Caesar, Augustus, Romulus) not directly stated in the Latin texts, based on context or outside knowledge

A number of primary sources are included in the program that serve to illustrate the customs, culture, and politics of the era, but don’t relate in a direct sense to the events described in Caesar’s writings. For examples see: Memorial to a Centurion, 166; Epitaph for Two Soldiers, 174; A Political Survivor, 208

explanation of the roles of influential people in Roman history as relevant to the Latin texts

Introductory articles and explanatory notes provide references to and explanations about influential people in Roman history. For examples see: Introductory articles: Why Read Caesar?, 1; Caesar’s Life, 1–3 Visual Sources: Coin of Caesar, 3, Statue of Ambiorix, 131, Bust of Plancus, 208, Statue of Vercingetorix, 209

explanation of key events in Roman history (e.g., Punic Wars, Roman Civil Wars) as relevant to the Latin texts

De Bello Gallico is a work of historical writing that focuses on the Gallic Wars. Introductory articles, notes, and English translations of provide a wealth of information about the events described in Caesar’s text. For examples see: Introductory articles: Time Line, x; Caesar’s Life, 1–3; The Gauls, 4; Roman Involvement in Gaul, 5; Book I: Chapters 8–54 (with discussion questions), 50–71; Related sources: Diodorus Siculus on the Gauls, 108; Memorial to a Centurion, 166; Epitaph for Two Soldiers, 174; A Political Survivor, 208

connection of information in the required English readings to information in the Latin texts, as relevant to influential people and key events in Roman history

Extensive explanations about key events, people, and social and political context are provided in the introductory articles and English translations of the chapters not included in Latin. For examples see: Caesar’s Life, 1–3; Book I (with discussion questions), 50–71; Book VI (with discussion questions), 197–207



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©2013 The student uses knowledge of Roman political ideas to demonstrate understanding of Roman culture in the Latin texts.

identification of Roman political ideas (e.g., libertas, pietas, virtus) not directly stated in the Latin texts, based on context or outside knowledge

Explanatory notes and translations highlight key political and socio-cultural concepts. For examples see: Cultural Context (virtūs), 27; Explanatory notes #7, #11 (diplomatic mission, honorary title for foreign leaders, symbol of defeat), 46; Explanatory note #18 (pietās), 120

explanation of Roman political ideas as relevant to the Latin texts

Explanations about Roman political ideas are provided in the introductory articles and Explanatory notes. For examples see: Caesar’s Life (personal and political history), 2–3; Related sources: A Political Survivor, 208

connection of information in the required English readings to information in the Latin texts, as relevant to Roman political ideas

Explanations about Roman political ideas are provided in the introductory articles and English translations of the chapters not included in Latin. For examples see: Caesar’s Life (personal and political history), 2–3; Book I (treatment of allies and Roman government), 67; Book VII (treatment of defeated leader, with footnote), 247



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©2013 The student relates Roman cultural products in the Latin texts to perspectives of Roman culture.

identification of Roman cultural products (e.g., fasces, Penates, legio) not directly stated in the Latin texts, based on context or outside knowledge

Discussion questions, explanatory notes, introductory articles, and illustrations provide information about Roman cultural products. For examples see: Organization of a Roman Legion, 10; Explanatory note #5 (legiō ūna), 44; Discussion question #1–#2 (fascēs), 130; illustration, 131

explanation of the significance of Roman cultural products as relevant to the Latin texts

Illustrations and related notes provide explanations of the significance of Roman cultural products. For examples see: Visual Sources: Coin of Caesar, 3, Military standards, 78, Coin with warship and standards, 81, Roman warship, 95, Coin with British chariot, 101, Roman Winter Camps, 111, Catapult, 145, Coin with trophy of Gallic arms, 167, Bust of Plancus, 208

connection of information in the required English readings to information in the Latin texts, as relevant to Roman cultural products

Explanations about Roman cultural products are provided in the introductory articles, visual sources, and Cultural Context notes. For examples see: The Roman Army, 8–12; Cultural Context: fortification of camp, 149; Visual Sources: Coin of Caesar, 3, Italy and Neighboring Provinces, 21, Gallic torque, 29, Central and southern Gaul, 45, Gallic coin found at Dover, 87, Roman soldiers foraging, 98, Coin with British chariot, 101, Statue of Ambiorix, 131, Coin with trophy of Gallic arms, 167, Centurion, 174



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©2013 The student relates Roman cultural practices in the Latin texts to perspectives of Roman culture.

identification of Roman cultural practices (e.g., marriage ceremonies, military organization, interpretation of omens) not directly stated in the Latin texts, based on context or outside knowledge

Explanations about Roman cultural practices are provided in readings that provide insight into the events described in the Latin text: Memorial to a Centurion, 166; Epitaph for Two Soldiers, 174; A Political Survivor, 208

explanation of the significance of Roman cultural practices as relevant to the Latin texts

Explanations about Roman cultural practices are provided in the introductory articles, visual sources, and Cultural Context notes. For examples see: Cultural Context: fortification of camp, 149; Visual Sources: Organization of a legion, 10, Layout of a Roman camp, 12, Roman soldiers foraging, 98, Roman Winter Camps, 111; Explanatory note #4 (Roman sacrifice), 188

connection of information in the required English readings to information in the Latin texts, as relevant to Roman cultural practices

Explanations about Roman cultural practices are provided in the introductory articles, related primary sources, and the English translations of the chapters not included in Latin. For examples see: Caesar’s Life, 1–3; The Roman Army, 8–12; A Political Survivor, 208; Book VII (siege works), 239



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©2013 The student uses knowledge of mythology and legends to demonstrate understanding of the Latin texts.

identification of elements of mythology and legends (e.g., gods, Trojan War, heroes) not directly stated in the Latin texts, based on context or outside knowledge

For related information see the article about the life of Caesar on pages 2–3 in which his role as a pontifex (priest) is explored. Also see references to Roman mythology in the notes: Explanatory note #1 (Mercurium), 190; Explanatory note #1 (Pluto), 192

explanation of mythology and legends as relevant to the Latin texts

See the following explanatory notes which provide information about references Caesar makes to Greco-Roman and Celtic mythology in his writing: Explanatory note #1 (Mercurium), 190; Explanatory note #1 (Pluto), 192

connection of information in the required English readings to information in the Latin texts, as relevant to mythology and legends

For related information see the article about the life of Caesar on pages 2–3 in which his role as a pontifex (priest) is explored. Also see references to Roman mythology in the notes: Explanatory note #1 (Mercurium), 190; Explanatory note #1 (Pluto), 192

The student uses knowledge of authors or literary conventions to demonstrate understanding of the Latin texts.

identification of characteristics of literary genres (e.g., epic, commentarii) in the Latin texts

Introductory articles and related sources provide an overview and examples of literary genres. For examples see :Caesar’s Writings, 6–8; Text notes: `book' in ancient literature & divisions and punctuation, 35, introduction to textual issues, 79 Related sources: Diodorus Siculus on the Gauls, 108; Memorial to a Centurion, 166; Epitaph for Two Soldiers, 174; A Political Survivor, 208

identification of literary conventions (e.g., invocation to the Muse, address to the troops, characterization) in the Latin texts

Explanatory notes, discussion questions, and reading strategy notes help students identify literary conventions in the Latin text. For examples see: Explanatory note #1 (third person narrative), 44; Discussion question #1 (third person narrative), 47; Reading Strategy (narrative prose conventions), 99



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©2013 explanation of characteristics of

literary genres as relevant to the understanding of the Latin texts

Introductory articles and related sources provide an overview and examples of literary genres and their conventions. For examples see: Caesar’s Writings, 6–8; Text notes: `book' in ancient literature & divisions and punctuation, 35, introduction to textual issues, 79 Related sources: Diodorus Siculus on the Gauls, 108; Memorial to a Centurion, 166; Epitaph for Two Soldiers, 174; A Political Survivor, 208

explanation of literary conventions as relevant to the understanding of the Latin texts

The program provides definitions and examples of figures of speech and literary devices. The overview of these can be found in the introductory section “Rhetorical Devices and Figures of Speech” on pages 18–19. The vocabulary notes point to their use in context such as can found on the following pages: Explanatory note #19 (ellipsis), 158; Explanatory note #2 (hendiadys and alliteration), 188. Also see Discussion question #4 on page 127.

explanation of an author’s circumstances, background, and life as relevant to the understanding of the Latin texts

Introductory articles, explanatory notes, discussion questions, and English translations of chapters throughout provide information about Caesar’s circumstances, background, and life. For examples see: Introductory articles: Caesar’s Life, 1–3; Caesar’s Writings, 6–7; Roman Involvement in Gaul, 5; Book I: Chapters 8–54, with discussion questions, 50–71; Discussion question #2 (Caesar mourning after disastrous battle), 141



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©2013 Learning Objectives and Evidence Statements for Analysis of Texts Primary Objective: The student analyzes linguistic and literary features of one or more Latin texts. The student develops clear and coherent arguments in English about the Latin texts.

use of coherent structure and logical development

Students have the opportunity to structure coherent and logical arguments in response to Latin text on the following pages: Discussion questions, 79, 91, 95, 115, 121, 127, 129, 130, 135, 137, 139, 141, 142, 145, 147, 149, 151, 159, 163, 165, 189, 191, 192, 195, 197

use of relevant examples from the Latin texts to support the student’s argument

Students have the opportunity to use of relevant examples from the Latin texts to support their arguments on the following pages: Initial Explorations, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 145, 147, 149, 151, 153, 155, 157, 159, 161, 163, 165, 167, 169, 171, 183, 185, 187, 189, 191, 193, 195, 197

use of relevant examples from readings in English and class discussions to support the student’s argument

Students are able to draw relevant examples from the English translations of the text on the following pages: Questions about English portions of the text, 71, 181, 207, 215, 222, 231–232, 237, 238, 248

articulation of conclusions and inferences based on textual features or contextual knowledge (e.g., imagery, characterization, knowledge of Roman culture, knowledge of other Latin literature)

Introductory articles, explanatory notes, and related sources provide textual features and contextual knowledge that help students draw conclusions and make inferences about the text. For examples see: Introductory articles: Time Line, x; Caesar’s Life, 1–3; Explanatory note #19 (ellipsis), 158; Explanatory note #2 (hendiadys and alliteration), 188. List of Illustrations, Diagrams, and Maps, 3, 10, 12, 21, 22, 29, 45, 54, 72, 78, 81, 87, 95, 98, 101, 111, 131, 145, 146, 155, 157, 167, 174, 193, 208, 209, 219, 240, 242



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©2013 The student analyzes the effects of language usage and stylistic features in the Latin texts.

analysis of the effects of language usage (e.g., word choice, ambiguity, word order)

Discussion questions and reading strategy notes help students analyze the effects of language usage. For examples see: Reading Strategy (enclosing word order), 90; Reading Strategy (flexible word order), 125; Discussion questions #2–#4 (word choice and style), 127; Reading Strategy (words in unusual position for emphasis), 165

analysis of the effects of stylistic features (e.g., characterization, rhetorical strategies, poetic devices)


The student analyzes the Latin texts based on knowledge of products, practices, and perspectives of Roman culture.

analysis of the Latin texts based on knowledge of Roman culture (e.g., use of cultural products such as the signa; cultural practices such as military techniques; cultural perspectives such as virtus, dignitas, pietas, auctoritas)

Introductory articles, notes, and English translations of chapters provide references to and explanations about Roman culture. For examples see: Visual Sources: Coin of Caesar, 3, Italy and Neighboring Provinces, 21, Gallic torque, 29, Central and southern Gaul, 45, Gallic coin found at Dover, 87, Roman soldiers foraging, 98, Coin with British chariot, 101, Statue of Ambiorix, 131, Coin with trophy of Gallic arms, 167, Centurion, 174;Cultural Context: virtus, 27, factionalism among Gauls, 37, Helvetii, revival of name, 43, fortification of camp, 149, names of cities, 117 Related sources: Diodorus Siculus on the Gauls, 108; Memorial to a Centurion, 166; Epitaph for Two Soldiers, 174; A Political Survivor, 208

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