Course Title & Name: 310 DP Classical Language - Latin SL
Credit: 1
Department: Language Acquisition
Teacher: Adam Tufts                
Prerequisites: Completion of Latin 2 with demonstrated proficiency (typically 4 or better) on Final Exam
Course Description: In this Latin course students study an historically significant language that is embedded in many modern languages. The study of Latin as a classical language provides an opportunity for students to explore the language, literature and culture of ancient Rome. This ancient civilization has played a vital part in shaping many modern societies and cultures including our own. Furthermore, Latin has had a major influence on the development of many modern languages, including our own. Therefore, the study of classical languages gives important insights into the cultures that produced them, and therefore leads to a greater understanding of contemporary languages, literature and cultures. In DP Latin, students will focus study on authentic texts. Linguistic skills lie at the heart of the courses, since it is through an appreciation of the language that true intercultural understanding of the past is achieved. Through this course, students will learn to translate Latin works within their historical context. Students will also study different genres of classical texts, examining the ideas in these works and their artistry within their historical, political and cultural contexts.

Units of study with corresponding Standards (Common Core and/or National Standards) and IB criteria assessed:

Unit 1: in castrīs (CLC 24-28)
Elements of Language: Subjunctive forms; cum clauses, Indirect Questions, Indirect Commands, Purpose Clauses, Result Clauses, Ablatives and Accusatives of Time, Impersonal Verb Constructions, vocabulary
Elements of Culture: Roman legions and legionaries; legionary fortresses; historical, archaeological and epigraphical evidence for Roman Britain
IB Criteria Assessed:

Criterion A: Understanding Language

Criterion B: Comprehending Texts

Criterion C: Analyzing Texts

Criterion D: Literature in Context
ACTFL・SCLL* Standards: 1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2

 
Unit 2: 3 Heroes: Cocles at the Bridge (ab urbe condita adapted, ch. 1-2)

Elements of Language: Additional Ablative uses, Passive voice in all tenses, Deponent verbs, vocabulary
Elements of Culture: Early Roman history, geography of the Tiber, Etruscan influence on Rome
IB Criteria Assessed: 

Criterion A: Understanding Language

Criterion B: Comprehending Texts

Criterion C: Analyzing Texts

Criterion D: Literature in Context
ACTFL・SCLL* Standards: 1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2

Unit 3: 3 Heroes: Scaevola and Cloelia (ab urbe condita adapted, ch. 3-4)

Elements of Language: Ablative Absolute, Indirect Statement, Infinitive tenses, Present Subjunctive, Subjunctive as the main verb, Future and Future Perfect tenses, Conditional Statements, vocabulary
Elements of Culture: Early Roman history
IB Criteria Assessed: 

Criterion A: Understanding Language

Criterion B: Comprehending Texts

Criterion C: Analyzing Texts

Criterion D: Literature in Context
ACTFL・SCLL* Standards: 1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2

Internal Assessment:

Students perform independent research on a topic from antiquity of their choice. Format is an annotated bibliography. All students, whether they are full DP candidates or not, complete this requirement. 

*American Council for the Teaching of Foreign Language ・ Standards for Classical Language Learning:
1.1: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.2: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

1.3: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate of a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
2.1: Learners investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures of the Classical world.
2.2: Learners investigate, explain, and reflect on the relationship between the products and perspectives of the cultures of the Classical world.

3.1: Learners use the lens of Latin and the Classical world to build, reinforce, and expand their knowledge of other disciplines to  develop critical thinking and to solve problems creatively.

3.2: Learners access and evaluate information and diverse perspectives that are available through Classical languages and cultures.

4.1: Learners investigate, explain, and reflect on the nature of language through comparisons of Latin and their own.

4.2: Learners investigate, explain, and reflect on the concept of culture through comparisons of the Classical cultures and their own.

5.1: Learners use their knowledge of the Classical world both within and beyond the classroom to interact and collaborate in their community and the globalized world.

5.2: Learners set goals and reflect on their progress in using Latin for enjoyment, enrichment, and advancement.

Text and/or Materials: Cambridge Latin Course Unit 3; ab urbe condita Adapted for Intermediate Readers (Tufts)

Grading Policy:
At any time you can log into your Powerschool account to see your past and current proficiency levels. Proficiency-based learning refers to instruction, assessment, grading, and reporting which is based on students showing that they have learned the knowledge and skills they are expected to learn. While each task often has its own rubric, overall I interpret the 0-8 grade scale thus:

0 Does not meet task descriptors or did not attempt the task

1-2 Does not meet expectations, but attempted the task

3-4 Almost meets expectations, below average

5-6 Meets expectations, average to above average

7-8 Went above and beyond expectations, did extra work

Classical Language Acquisition assesses your proficiency based on the following criteria: 

• • Criterion A: Understanding Language

  • Criterion B: Comprehending Texts

  • Criterion C: Analyzing Texts

  • Criterion D: Literature in Context

The grading platform we use is Powerschool.
Homework, classwork, quizzes, projects, essays/compositions, tests, etc. provide us important information on your progress and are the primary way to determine your proficiency. Therefore it is vital that you do not rush through your work just to “get it done.” A half complete but correct assessment is better than a fully complete but incorrect one.

Late Work:

Language learning is a cumulative endeavor. Each new skill builds on previous skills. It is in your best interest to stay current with the sequence of assignments. I’ll generally accept late work, but just talk to me before you turn it in. Even better, tell me in advance that you need an extension. Speak to me in person or in an email to advocate for an extension.

Re-Assessment:
School policy allows you to retake a summative if you score below 3 in a criterion. I’m a little more flexible than school policy, just talk to me. Depending on the assessment, you may be asked:

• • 1. to complete any missing work that relates to the unit/assessment

    2. to identify and correct mistakes and/or missing concepts on the original assessment

    3. to conference with the me regarding points 1 and 2

Late assignments will not be accepted after the end of a marking period.
*For more information please see the MUHS Teaching and Learning Handbook.

Extra Help and Flex Time
I am available for extra help upon request. If you need help in my class, please see any of the language B teachers during their flex times, they may not be able to answer your specific language questions, but they know how to get you the resources you need. You will be able to view available times via PowerSchool.
I am also available before/after school with an appointment. I strongly encourage students who feel lost or confused to seek help IMMEDIATELY!  Be a proactive and assertive learner. 

Classroom Procedures & Expectations:
Habits of Work:
The MUHS Habits of Work are a combination of skills identified by IB in the two Approaches to Learning (ATL) categories called Social Skills and Self-Management Skills, as well as other skills from our research. Four times a semester I will report out on habits of work.  This is a subjective score, based on weeks of interaction with the student and observations made by me.

"Preparedness and Productivity" includes:

• • Meets Deadlines (Unless a meteor hits your bus on the way into school, you need to turn your work in on time. I will not have a wide Late work window.)

  • Engagement (Present and prepared, engages in classroom activities, individual and group. Active participant in learning)

"Behavior and Self Management" includes:

• • Respect (We will treat everyone with decency and respect. Profanity, verbal abuse or callous language is unacceptable. All students responsible will receive first a warning and then a detention.)

  • Self-Management (Responsible for missed classes: If you have a planned absence, get your work before. Perseverance through challenges, and advocates for one's own needs)

*For more information please see the MUHS Teaching and Learning Handbook.

Missing Class:

All class lessons, activities and homework are available on the daily agenda accessible through Google Classroom. If a class is missed because of a planned absence, such as field trips or sports, it is the student's responsibility to inform themselves of assignments, to complete all homework and hand this in on time. If a quiz or test is scheduled for the first day they come back from the absence, they should anticipate taking it.

If a class is missed because of an unforeseen absence, such as an illness, make arrangements to make up work as soon as possible.

In the case of an unexcused absence (skipping class), forget it, take the 0. 

***Because I have made the entire syllabus available, there is no excuse for you to be unprepared.***

Cell Phone Use:
While cell phones are wonders of innovation and can be immensely helpful tools when used appropriately, they have also unfortunately proven to be a routine distraction from learning when abused. To protect our classroom learning environments and our students’ well-being, the Language Acquisition Department has adopted the following approach to cell phones:
Mobile devices, Cell phones, ipads, and/or earbuds/airpods are not allowed during class. Devices must be deposited in the holder near the door and they must stay there for the duration of class (do not take them to the bathroom for instance). See the MUHS Student Handbook cell phone policy for more detail.

Academic Honesty

Everyone who has ever spent time in school has felt pressure at some point. Too many assignments, too many long practices, too much too soon too fast. This is never an excuse.

Examples of cheating include:

• copying work, or letting someone copy your work, 

• talking about the content of an assessment before others have taken it, 

• ANY use of online translators (i.e. Google Translate), or of generative AI (i.e. chatGPT)

Students who violate the academic policy (first offence) will:

1. Rewrite the assignment from scratch under direct supervision

2. Be signed up for flex time with a language teacher to receive support in writing. 

Repeat offence is considered “misrepresentation,” students will be given a zero, parents/guardians will be notified and a discipline referral will be created. The student may also be removed from certain courses or programs.

*For more information please see the MUHS Teaching and Learning Handbook.