In this first year course, most of the basic Latin grammar is covered and emphasis is given to vocabulary and English derivatives, and to comparative culture, mythology, and the arts. Knowledge of English grammar is expanded and reinforced. Simplified excerpts from Latin authors are read and translation skills are introduced. Culture is studied especially for its influence on the modern world.

ESSENTIAL QUESTIONS

• What is the purpose of language?
• How is the structure of a language related to its function?
• What kinds of beauty does language create?
• How do we express our values and beliefs through language?
• How do culture and language interact?
• How does language influence who I am?
• How does language influence perception and understanding of diverse cultures?
• How does competency in language empower us in decision-making?
• How does language influence the development and interaction of civilizations?

RESEARCH/PRESENTATION PROJECTS: Students complete one research/presentation project each semester. These are: Semester 1 - Roman Culture, Semester 2 - Classical Mythology.

FOCUS QUESTIONS

• How has Latin influenced, and how does it continue to influence, the history of the English language?
• What are the similarities and differences between English and Latin?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• draw a time line of the history of English and Latin’s influence.
• illustrate on a map the spread of Latin.
• locate English words with Latin origins.

DEVELOPING AN INTERPRETATION The student will . . .

• examine Latin’s influence on world languages.
• infer Latin’s influence on English from English text.

MAKING CONNECTIONS The student will . . .

• compare Latin and English vocabulary.
• contrast Latin and English syntax and word order.

FOCUS QUESTIONS

• How does one talk about one’s daily activities?
• What is the function of a reflexive verb and how is it formed?
• How does one express an apology in Spanish?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• decline various 1^stand 2^nd Declension nouns.
• conjugate verbs in the present tense.
• locate and identify nouns of different cases.

DEVELOPING AN INTERPRETATION The student will . . .

• categorize nouns by declension.
• distinguish nouns with different case endings and determine usage and meaning.
• translate Latin sentences and passages into English.
• construct Latin sentences with correct endings and word order.

MAKING CONNECTIONS The student will . . .

• compare Latin and English vocabulary.
• contrast Latin and English syntax and word order.

FOCUS QUESTIONS

• How are actions and things modified in Latin?
• How is the imperfect tense used and what is its purpose?
• How do the Latin imperfect and future tense signs differ from English?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• match nouns and adjectives based on inflected endings.
• decline noun/adjective pairs.
• create adverbs from all adjectives.
• conjugate all verbs and “sum” in the full present system.

DEVELOPING AN INTERPRETATION The student will . . .

• distinguish noun/adjective pairs with different case endings and determine usage and meaning.
• translate Latin sentences and passages into English.
• construct Latin sentences with correct endings and word order.

MAKING CONNECTIONS The student will . . .

• compare Latin and English ways of modifying nouns and verbs.
• contrast Latin and English syntax and word order.
• use knowledge of other languages when learning different tenses and Latin adjectives.

FOCUS QUESTIONS

• In what ways is Latin more specific than common English in its usage of different tenses?
• How is the passive voice formed and used?
• How are commands made in Latin and how does this differ from English?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• conjugate all verbs in all tenses.
• conjugate all possible verbs in the passive voice.

DEVELOPING AN INTERPRETATION The student will . . .

• categorize verbs according to tense, voice and mood.
• construct synopses of all verbs based on person and number.
• distinguish verbs with different endings and determine usage and meaning.
• translate Latin sentences and passages into English.
• construct Latin sentences with correct endings and word order.

MAKING CONNECTIONS The student will . . .

• compare Latin and English use of the verb to beas a helping verb.
• contrast Latin’s distinction of tenses with English’s lack of distinction.
• apply any knowledge of Romance languages to new learning.

FOCUS QUESTIONS

• How are 3^rd Declension nouns different from those of the 1^st and 2^nd Declensions? How are they the same?
• How are 3^rd Declension adjectives different from those of the 1^stand 2^nd Declensions? How are they the same?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• match nouns and adjectives of different declensions.
• decline noun/adjective pairs from the 3^rd Declension.
• decline noun/adjective pairs from different declensions.
• identify nouns and adjectives from different declensions.

DEVELOPING AN INTERPRETATION The student will . . .

• distinguish noun/adjective pairs from different declensions and determine usage and meaning.
• create adverbs from all 3^rd Declension adjectives.
• translate Latin sentences and passages into English.
• construct Latin sentences with correct endings and word order.

MAKING CONNECTIONS The student will . . .

• compare and contrast 3^rd Declension noun and adjective endings with the endings of the 1^st and 2^nd Declensions.
• compare Latin and English vocabulary.
• contrast Latin and English syntax and word order.

FOCUS QUESTIONS

• How is the 2^nd conjugation the same as the 1^st conjugation and what is its main difference?
• How are 3^rd and 4^th conjugation verbs different from those of the 1^st and 2^nd conjugations? How are they the same?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• conjugate verbs from all conjugations in all tenses.
• conjugate all possible verbs in the passive voice.
• identify verbs from all conjugations in all tenses and in both voices as well as in different moods.

DEVELOPING AN INTERPRETATION The student will . . .

• classify verbs according to conjugation.
• categorize verbs according to tense, voice and mood.
• construct synopses of all verbs based on person and number.
• distinguish verbs with different endings and determine usage and meaning.
• translate Latin sentences and passages into English.
• construct Latin sentences with correct endings and word order.

MAKING CONNECTIONS The student will . . .

• compare the 1^st conjugation with the remaining conjugations.
• contrast the 1^st and 2^nd conjugations with the 3^rd and 4^th conjugations, especially in the future tense.
• compare Latin and English vocabulary (always).