In the Latin 3 the works of Virgil, Cicero and others are read, discussed, and interpreted, and composition skills are introduced.

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 - Era of the Roman Republic, Semester 2 - Era of the Roman Empire.

FOCUS QUESTIONS

• In what ways do the events in Sallust’s account reflect the turbulence during the last century of the Republic?
• How does the Catilinian conspiracy shed light on the dynamics of political change, especially compared with other political upheavals throughout history?
• How does Sallust, as an eyewitness, express his own interpretation of the events through choice of content as well as tone and style?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• locate and Identify word morphology previously learned.
• label grammatical structures previously learned.
• translate authentic Latin passages into English.

DEVELOPING AN INTERPRETATION The student will . . .

• examine political turmoil at the end of the Republic.
• patterns of political uprisings at the end of the Republic.
• analyze general causes of Rome’s shift from Republic to Empire.

MAKING CONNECTIONS The student will . . .

• compare government of Roman Republic with others in history.
• describe Relationships between Catilinian conspiracy and others.
• contrast political atmosphere of the late Republic and ours today.

EXAMINING CONTENT The student will . . .

• assess Sallust’s objectivity in interpreting events.
• evaluate the influence of Sallust’s work on later interpretations.

FOCUS QUESTIONS

• As primary sources, indeed eyewitness accounts, for the same events, how do the speeches and letters of Cicero differ from the narrative prose of Sallust?
• How do Cicero’s letters and speeches differ in style, tone, syntax and grammar?
• In what ways do Cicero’s works reflect the turbulence during the last century of the Republic?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• locate and Identify word morphology previously learned.
• label grammatical structures previously learned.
• translate authentic Latin passages into English.
• demonstrate knowledge of structure of a Roman oration.

DEVELOPING AN INTERPRETATION The student will . . .

• examine political turmoil at the end of the Republic.
• extrapolate public opinionof the era from Cicero’s personal letters.
• describe patterns of political uprisings at the end of the Republic.
• describe effects of public oratory as seen in Cicero’s speeches.
• analyze general causes of Rome’s shift from Republic to Empire.

MAKING CONNECTIONS The student will . . .

• compare language (tone/style/etc.) of narrative prose and oratory.
• contrast differing effects of narrative and oratory.

EXAMINING CONTENT The student will . . .

• assess the character of Cicero from his works.
• judge the effectiveness of Cicero’s speeches.
• evaluate the influence Cicero’s works on Sallust’s work.

FOCUS QUESTIONS

• How do Pliny’s letters reveal Roman culture during the late 1^st century CE?
• How do the letters of Pliny and Cicero differ in style, tone, syntax and grammar?
• What can we learn about the role of the Emperor in general, and the personality of Trajan in particular, from his correspondence with Pliny in Epistulae Book X?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• locate and Identify word morphologypreviously learned.
• label grammatical structures previously learned.
• translate authentic Latin passages into English.
• demonstrate knowledge of structure of a Roman letter.

DEVELOPING AN INTERPRETATION The student will . . .

• examine governmentaland political structure during the Empire.
• extrapolate social cultureof the era from Pliny’s personal letters.
• describe Emperor’s relationships with patricians of the era.
• distinguish differences between the Republic and Empire.

MAKING CONNECTIONS The student will . . .

• compare language (tone/style/etc) of Cicero and Pliny’s letters.
• contrast effects of war and peace in Cicero and Pliny’s letters.

EXAMINING CONTENT The student will . . .

• assess the character of Pliny from his works.
• evaluate the influence Cicero’s letters had on Pliny’s.

FOCUS QUESTIONS

• How does Pliny’s interpretation of early Roman history reflect the attitudes of his era?
• In what ways does Livy’s narrative prose differ from Sallust’s in style, tone, syntax and grammar? Does this reflect differences in the authors or their content?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• locate and Identify word morphology previously learned.
• label grammatical structures previously learned.
• translate authentic Latin passages into English.

DEVELOPING AN INTERPRETATION The student will . . .

• examine mythological accounts of Rome’s early history.
• distinguish differences between popular opinions and educated attitudes towards Rome’s mythological origins.

MAKING CONNECTIONS The student will . . .

• compare language (tone/style/etc) of Livy’s and Sallust’s prose.
• contrast Roman attitudes regarding recent and remote history.

EXAMINING CONTENT The student will . . .

• assess the nature of Roman Myth and its various interpretations.
• evaluate mythological and historical accounts of Rome’s origins.