Classical Languages---Years Four and Five (Expanding)

I.  Standard Number 1 (Goal One):  Communicate in a Classical Language

Standard Rationale:  This standard focuses on the pronunciation, structure, vocabulary, and grammar of classical languages.  Since classical languages are the bedrock of many modern Western languages, an understanding of how classical languages were used to communicate is vital to a thorough knowledge of language and culture.

Learning Expectations:

1.1  Read, understand, and interpret Latin or Greek.

Performance Indicators:

The student is able to

• read and understand prose and poetry of selected authors;
• exhibit a knowledge of vocabulary and syntax appropriate to his/her reading level;
• identify, explain, and interpret content, figures of speech, meter, and stylistic features of selected authors;
• show a knowledge of subjunctive;
• demonstrate a knowledge of specialized constructions (e.g., impersonal passives).

1.2  Use orally, listen to, and write Latin or Greek as part of the language learning process.

Performance Indicators:

The student is able to

• master and apply the rules of classical meter in reading poetry;
• respond appropriately to idioms and more complex sentence patterns;
• write compound and complex sentences.

II    Standard Number 2 (Goal Two):  Gain knowledge and Understanding of Greco-Roman Culture

Standard Rationale:  The study of classical languages enables students to acquire knowledge and gain perspective on societies that formed the basis for all of Western culture.  Students need to understand the world views, patterns of behavior, and ways of life of those cultures that drew the blueprint for modern-day democracies and republics.

Learning Expectations:

2.1  Demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.

Performance Indicators:

The student is able to

• recognize the geography of the Roman Empire;
• know literary genres, authors, historical characters, and events associated with the Roman empire.

2.2  Demonstrate knowledge of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.

Performance Indicators:

The student is able to

• demonstrate a knowledge of Greek and Roman philosophy;
• identify the structure of the Roman army and the Roman political system;
• analyze archeological evidence, art forms, and artifacts as used in Greek or Roman culture.

III.       Standard Number 3 (Goal Three): Connect with Other Disciplines and Expand Knowledge

Standard Rationale:  Since much of modern-day culture is built upon classical philosophy, political systems, mythology, and customs, classical languages form a solid basis for connections with disciplines across the curriculum.

Learning Expectations:

3.1  Reinforce and further the students’ knowledge of other disciplines through the classical language.

Performance Indicators:

The student is able to

• relate topics from other school subjects (including sports, music, fashions) to customs in classical antiquity;
• acquire information from classical literature about a topic being studied in other school subjects;
• evaluate accomplishments of famous classical figures and relate them to modern culture and heritage.

3.2    Expand the student’s knowledge through the reading of Latin or Greek and the study of ancient culture.

Performance Indicators:

The student is able to

• transfer classical themes and genre to his/her understanding of world literature;
• connect the knowledge of ancient history, art, and social and political systems to modern events and systems of other cultures.

IV.    Standard Number 4 (Goal Four):  Develop Insight into Own Language and Culture

Standard Rationale:  Since so many aspects of Western culture and language (particularly vocabulary) rely so heavily on classical influences, much can be learned about the nature of one’s culture by using classical societies as touchstones and by recognizing classical influences in language. 

Learning Expectations:

4.1  Recognize and use elements of the Latin or Greek language to increase knowledge of a student’s own language.

Performance Indicators:

The student is able to

• apply principles of word building and word transfer in English;
• compare and contrast Latin and Greek literary structure to English literary structures.

4.2  Compare and contrast the student’s own culture with that of the Greco-Roman world.

Performance Indicators:

The student is able to

• recognize the influence of Greco-Roman history, private and public life, art, and architecture on his or her own world and to make comparisons and draw conclusions based on that knowledge;
• evaluate elements of the literature, mythology, and philosophy of his or her own world compared to those of the ancient world.

V.    Standard Number 5 (Goal Five):   Participate in Wider Communities of Language and Culture

Standard Rationale:  Much can be learned about the continuing role and influences of classical language and culture on the modern world by maintaining an awareness of these influences in school, community, and global situations.  Classical roots can often provide a sense of continuity and reinforce relationships in an ever-changing, multicultural society.

Learning Expectations:

5.1  Use the student’s knowledge of Latin and/or Greek in a multilingual world.

Performance Indicators:

The student is able to

• transmit and acquire information using his or her technological and classical skills;
• use his or her knowledge of Latin and Greek in learning other languages.

5.2  Use the student’s knowledge of Greco-Roman culture in a world of diverse cultures.

Performance Indicators:

The student is able to

• connect the past to the present by applying knowledge of ancient cultures to his or her own thoughts and actions;
• participate in Tennessee and National Junior Classical and in national competitions for honors (National Latin Exam, Classical Association of the Middle West and South Translation Contest, National Mythology Exam) and for scholarships (both those based on competitive examinations and those based on resumes and personal essays);
• travel with an appreciation of classical culture and heritage.