Course Title & Name: 100 Latin 1
Credit: 1
Department: Language Acquisition
Teacher: Adam Tufts                
Prerequisites: None
Course Description:  Latin I introduces students to the basics of the Latin language. Focus is on reading comprehension and pronunciation, with emphasis placed on understanding sentence structure patterns.  Significant attention paid to nouns and verbs in a language where these words change (inflect) according to their function in a sentence. Vocabulary has been chosen to demonstrate a good amount of English derivatives. Attention to the inflectional endings of verbs, nouns, adjectives and pronouns, and how they affect the meaning of the sentence form the bulk of the work. This class provides a depth of knowledge about languages and how they are put together and can offer the student a basis for further study in world languages, enrich their English vocabulary, and prepare them for a variety of careers. Students study daily life in ancient Rome and devote some time to the study of Roman history and culture, which includes some difficult topics such as slavery, gladiatorial combat, and cultural assimilation. Finally a study of Greek and Roman myth is a major focus to understand their relation and connection to modern art, music, religion and thought.

Units of study, with corresponding state standards and IB criteria assessed:

Unit 1: gēns, domus, et urbs (CLC 1-4)
Elements of Language: Latin alphabet, pronunciation, principle of inflection, noun cases and declensions, elements of simple sentences, customary Latin word order, uses of nominative and accusative cases, verb person and number, agreement of subjects and verbs (singular)
Elements of Culture: Social dynamic of the Roman family, Roman houses, the city of Pompeii, Pompeiian Forum
IB Criteria Assessed:

Criterion A: Understanding Language

Criterion B: Comprehending Texts

Criterion C: Analyzing Texts

Criterion D: Connecting Cultures and Societies
ACTFL・SCLL* Standards: 1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2

Unit 2: cīvēs, servī, et lībertī (CLC 5-8)
Elements of Language:  Verb person and number, agreement of subjects and verbs (plural), perfect tense augments, negative rhetorical questions, incomplete verb conjugations for present, imperfect, and perfect verbs, esse, accusative plurals of 1st, 2nd, and 3rd declension nouns
Elements of Culture:  Theatre and shows, slaves and freedmen, gladiatorial games
IB Criteria Assessed:

Criterion A: Understanding Language

Criterion B: Comprehending Texts

Criterion C: Analyzing Texts

Criterion D: Connecting Cultures and Societies
ACTFL・SCLL* Standards:  1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2

Unit 3: vīta et mōrs in Pompeiīs (CLC 9-12)
Elements of Language: Indirect objects, suppression of subject pronouns, verbs that take dative objects (credo, faveo, placet), dative case for declensions 1-3, plural verb forms, full first and second declension forms, full verbs conjugations for present, imperfect and perfect tenses, superlative and comparative adjectives, vocabulary
Elements of Culture: Public baths, Roman education, government and elections in Pompeii, the eruption of  Vesuvius and the destruction of Pompeii
IB Criteria Assessed:

Criterion A: Understanding Language

Criterion B: Comprehending Texts

Criterion C: Analyzing Texts

Criterion D: Connecting Cultures and Societies
ACTFL・SCLL* Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2

Unit 4: Quīntus ad Britanniam venit (CLC 13-16)
Elements of Language: complementary infinitives, relative clauses, rhetorical questions with nonne, present participles, subordinate clauses with ubi, simulatque and quamquam, imperative mood, pluperfect tense, prepositional phrases with ablative and accusative, present, perfect and imperfect forms of possum, volo, and nolo, forms of the pluperfect tense, vocabulary
Elements of Culture: Romans in Britain, agriculture in Roman Britain, life of Gaius Salvius Liberalis, King Cogidubnus and Britain chieftains
IB Criteria Assessed: 

Criterion A: Understanding Language

Criterion B: Comprehending Texts

Criterion C: Analyzing Texts

Criterion D: Connecting Cultures and Societies
ACTFL・SCLL* Standards: 1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2

*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 Units 1 and 2; provided materials

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: Connecting Cultures and Societies

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.