In the Latin 2 course Latin grammar is reviewed and the subjunctive is studied in detail. The ultimate goal of this course is to read Latin authors in the original Latin with interpretation and discussion of their works. Excerpts from Pliny, Livy, Caesar and others are studied.

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?

FOCUS QUESTIONS

• How are nouns of the fourth and fifth declensions different from those of the first, sencond, and third declensions?
• How does one express location in Latin and how is this different from English?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify the forms of fourth and fifth declension nouns.
• decline a noun of the fourth or fifth declension.
• count in Latin up to one thousand.
• identify distributive, multiplicative and adverb forms of numbers.
• identify place expressions using prepositions and the locative case.
• identify and translate double dative constructions.
• identify supine forms of verbs.

DEVELOPING AN INTERPRETATION The student will . . .

• classify any Latin noun into declension.
• sentences involving numbers.
• describe Patterns in the Roman numeral system.
• explain how one expresses location in Latin.
• use double dative expressions and supine verb forms in sentences.

MAKING CONNECTIONS The student will . . .

• compare nouns of the five declensions.
• contrast different types of place expressions.
• compare the way Latin forms the words for numbers to English and other languages.

EXAMINING CONTENT The student will . . .

• judge the practicality of the Roman numeral system.
• identify errors in a Latin sentence involving place expressions, the double dative, or supines.

FOCUS QUESTIONS

• In what ways can one replace a noun in Latin and how is this similar and different from English?
• How does one express ideas of time in Latin?
• How did the Romans explain the foundation of their city?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• decline demonstrative, personal, relative, interrogative, indefinite, and universal pronouns and adjectives.
• identify pronouns according to type, giving case, number, gender, and antecedent.
• describe the function of pronouns and pronomial adjectives in a sentence.
• describe how you express duration of time and time when an action occurs in Latin.

DEVELOPING AN INTERPRETATION The student will . . .

• contrast demonstrative pronouns with demonstrative adjectives (and all pronouns with their adjectival equivalents).
• explain the usage of relative pronouns and relative clauses.
• use time expressions in a Latin sentence.
• translate sentences involving pronouns and time expressions into English.

MAKING CONNECTIONS The student will . . .

• describe patterns in the declension of pronouns.
• describe relationships between pronouns and their antecedents.
• compare the declension of the relative pronoun in English and Latin.
• compare the use of relative pronouns in Latin to their use in English.

EXAMINING CONTENT The student will . . .

• evaluate which pronoun should be used in a Latin sentence.
• identify errors in pronoun use in Latin sentences.
• rate the usefulness and practicality of “who” vs. “whom” in English.
• discuss and assess the Romans’ story of the founding of their city.

FOCUS QUESTIONS

• How do deponent verbs function in Latin and how do they differ from regular verbs?
• How does one relate speech indirectly in Latin?
• What was the nature of the Roman monarchy?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• form infinitives in all tenses and voices.
• conjugate the irregular verbs eō, ferō, and possum.
• identify infinitives in indirect statements.
• sequence tenses in indirect statement.
• sequence the Roman kings and important events during the monarchy.

DEVELOPING AN INTERPRETATION The student will . . .

• describe patterns in the conjugation of irregular verbs.
• explain how Latin uses passive verbs impersonally.
• use complementary infinitives to express possibility and desire.
• use deponent verbs in sentences.
• translate sentences involving indirect statements into English.
• summarize the sequence of tenses.
• summarize the importance of each of Rome’s kings.

MAKING CONNECTIONS The student will . . .

• compare the conjugation of irregular verbs with each other and regular verbs.
• deponent verbs with regular verbs.
• describe relationships between tense of infinitive and actual time in indirect statement.
• compare and contrast the role of the Roman kings Servius and Tarquinius with the kings of Britain and France.

EXAMINING CONTENT The student will . . .

• evaluate what type of infinitive should be used in an indirect statement.
• identify errors in sequence of tenses in Latin sentence.
• evaluate the significance of the rule of Tullius in the Roman monarchy and in Roman history.

FOCUS QUESTIONS

• How does one compare ideas in Latin?
• How do verbal nouns and adjectives give flexibility and brevity to the Latin language?
• How and why did the Roman monarchy end?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify comparative and superlative adjectives and adverbs.
• comparative and superlative forms.
• identify and decline all tenses and voices of participles.
• identify gerunds and gerundives.
• describe obligations using passive periphrastic constructions.

DEVELOPING AN INTERPRETATION The student will . . .

• explain the various constructions used to make comparisons.
• compare ideas using comparative and superlative adjectives and adverbs.
• classify participles by voice, tense, case, number, and gender.
• translate sentences involving participles of all types.
• describe relationships between ablative absolute phrases and the main clause.
• contrast the use of a participle in an ablative absolute phrase with the use of a participle modifying a noun with a syntactical role in the sentence.
• interpret ablative absolute expressions using a variety of equivalents in English.
• describe cause and effect of the overthrow of the Roman monarchy.

MAKING CONNECTIONS The student will . . .

• compare participles to adjectives and verbs in form and function.
• contrast different types of participles and their use.
• compare the way Latin expresses comparisons to the way English does.
• contrast the use of ablative absolute in Latin to the use of subordinate clauses in English.
• compare and contrast the end of the Roman monarchy to the American and French revolutions.

EXAMINING CONTENT The student will . . .

• evaluate whether to use an ablative absolute phrase or a subordinate clause in a Latin sentence.
• identify errors in a Latin sentence involving comparative adjectives or adverbs.
• assess the character of the Roman heroes Horatius Cocles, Mucius Scaevola, and Cloelia and defend their actions.

FOCUS QUESTIONS

• How does one express uncertain ideas, conditions, and circumstances in Latin?
• How does one express fears, desires, purposes, and results in Latin?
• How did the idea of virture play a role in the history and of the early Roman republic and in later historiography about it?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify verbs in the subjunctive and give person, number, tense, and voice.
• conjugate a verb in any tense and voice of the subjunctive.
• locate and identify subordinate clauses in a reading passage.
• identify clauses of fearing, purpose and result.
• identify relative clauses of characteristic and purpose.
• identify indirect questions.
• identify cum, dum, donec, and quīn clauses.
• identify the different types of conditional sentences.
• sequence important events from the history of the Roman republic.
• locate geographical areas taken over by the Romans during their expansion.

DEVELOPING AN INTERPRETATION The student will . . .

• classify uses of the independent subjunctive as jussive, hortatory, or potential.
• contrast clauses of purpose and result.
• explain how one expresses information reported indirectly in Latin.
• contrast indirect discourse with indirect questions.
• explain the different types of conditions used in Latin.
• describe patterns in the construction of conditional sentences in Latin.
• contrast temporal cum-clauses with circumstantial, causal, and concessive clauses.
• describe relationships between main and subordinate clauses in Latin.
• generalize about when the subjunctive is used versus the indicative.
• generalize about the causes and effects of the wars of expansion during the Roman republic.
• summarize the events and effects of the Pyrrhic and Punic wars.
• predict what kind of changes will take place in the Roman republic as Julius Caesar comes to power.

MAKING CONNECTIONS The student will . . .

• compare and contrast forms of the subjunctive with forms of the indicative.
• contrast different types of subordinate clauses.
• contrast the syntax of subordinate clauses in indirect discourse with subordinate clauses in direct discourse.
• compare the causes and effects of the Pyrrhic and Punic wars.
• contrast the role of Julius Caesar with that of other leaders from the Roman republic.

EXAMINING CONTENT The student will . . .

• identify errors in a Latin sentence involving subordinate clauses.
• evaluate the significance of the Pyrrhic and Punic wars.
• defend the actions of Julius Caesar in Gaul and in Rome.
• rate the virtue of leaders from Roman republican history based on their actions and influence.