latin for the new millennium. teacher's manual, ch. 1 [level 2] (bolchazy-carducci publishers) -...

7/26/2019 Latin for the New Millennium. Teacher's Manual, Ch. 1 [Level 2] (Bolchazy-Carducci Publishers) - Milena Minkova, Terence Tunberg (2009)

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Teachers Manual Student Text with Exercise Answers 1

1CHAPTERFirst Conjugation Verbs: Present Active and Passive Subjunctive;The Subjunctive Mood; Volitive and Optative Subjunctive;Present Subjunctive ofSumand Possum

MEMORBILE DICT

Nm m impne lacessi.Nobody provokes me wih impuniy.

A Royal Scotish moto which is inscr ibed on Scoti sh pound coins. According o a n ancienlegend, an enemy soldier atacking Scotish erriory sepped on a hisle and shoued in pain.

Englishman John Whie based his depicion o a emale Pic on hisencouner wih Naive Americans while serving as illusraor or

Sir Waler Raleighs expediions in Virginia.

CHAPTER 1

EDITORS NOTE

Many o he comprehension quesions and answers as well as some o he eaching ips, eacher by he ways,and reproducible workshees were writen by Elisa C. Denja, William Duffy, Morgan King, LeaAnn A. Osburn,Karen Lee Singh, and Donald E. Sprague.

Erraa in he rs prining o suden ediion oLain or he New Millennium, Level 2, have been emended onhe shrunken suden ediion pages in his eachers manual. See p. xviii or a lis o hese erraa.

HOW TO USE THIS BOOK

Te perinen Naional Classical Sandards are lised in he margin o he lef or righ o he reproducion o hesuden ex. For an overview o he sandards hemselves, please consul www.bolchazy.lnm.com.

HOW TO USE THIS BOOKTe grammaical and synacical opics ha will be presened in each chaper o his book are lised a he opo he chaper ile page.

REVIEW TOPICS

1. eachers may wish o review he presen indicaive o all conjugaions along wih Chapers 1 and 2 oLevel 2. Te comparison and conras beween he indicaive and subjuncive verbs will prove useul ohe sudens in learning he presen subjuncive orms.

2. eachers may review posiive and negaive imperaives so ha comparison and conras can be made wihhe voliive subjuncive. Te opic may also be reviewed in Chaper 7. See p. 143.

3. eachers may also choose o review he ve declensions o nouns i sudens seem rusy on hese.


Te illusraion on each chapers ile page presens a visual inroducion o he Lain reading passage ha ollows.eachers may choose o discuss he il lusraion in order o provide he conex or he reading on he nex page.

TEACHING TIPAris John Whie, who produced mos o his work rom 1570 o 1593, used pen, brown ink, and waer-color o creae his image o a emale Pic carrying a scimiar and spears. eachers may wish o discusshow Whies encouner wih Naive Americans in Virginia and Norh Carolina inormed his imagi-naion o how ancien Pics migh have appeared. o learn more abou Whies drawings o he NewWorld, please see Abigail uckers Brave New World: Te Waercolors ha John Whie Produced in1585 Gave England Is Firs Sarling Gli mpse o America. (Smihsonian. December 2008).

MEMORBILE DICT VOCABULARY

impne (adv.) wih impuniy

lacess, lacessere, lacessv, lacessum o provoke

nm nobody

HOW TO USE THIS BOOK AND ITS ANCILLARIES

wo ancillaries are available or use wih his book: From Rome o Reormaion: Early European Hisory or heNew Mille nnium(abbreviaed RR) and Te Clay-ooed SuperHeroes: Myhology ales or he New Millennium (abbreviaed CSM). Chaper ile pages will include, when appropriae, a noaion abou wha chaper o RRhe eacher may wish o assign.

Sandards1.1, 1.2

RR 1, 2, 3


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2 Latin for the New Millennium


READINGEven afer he Roman Empire disappeared in Wesern Europe, Lain remained he language oeducaed people hroughou he coninen. Ye he language spoken by hose lacking educaionduring he Roman Empire evolved ino oher ongues, direc ancesors o wha would evenuall y

become he naional languages in various wesern European counries: hey are known as ver-nacular la nguages, rom he Lain word or homeborn slaves.

In Briain Anglo-Saxons were among he very earlies non-Romans o begin wriing exs inheir naive ongue, in his case Old Engli sh. However, as was he case elsewhere, he educaedclasses in Anglo-Saxon Briain who were eiher clerics or monks wroe in Lain. I was heir use

o Lain which ensured ha he Brii sh Isles would remain culura lly a par o Wesern Europe,where Lain played a major role.

By ar he mos amous Lain auhor o Anglo-Saxon England is Bede, known as he vener-able because o he grea veneraion he received rom laer medieval wriers. Bede (ca. 673735) was a lover o learning, and avidly sudied all o he earlier Lain exs he could nd. Heis bes known oday or his conribuions o he elds o biography and hisory and or his His-oria ecclsiasica genis Anglrum(Ecclesiasi cal Hisor y o he People o he A ngles). Tis workserves no only as a remarkable hisorical source or early medieval Briain, bu is also noe-

worhy or is colorul narra ives and vivid charac er skeches. I begins in 55 , when JuliusCaesar rs se oo on Briish soil. Bedes simple and clear Lain ollows esablished rules ogrammar rom classical i mes.

D BRITANNI

1 nsula Briannia ab Eurp mar sprur; merdi Galliam Belgicam

habe, erg ceanum nnum. Arborum, pmrum, animlium

es plna. Piscibus abunda: capiunur eiam ibi delphns e blaenae.Inveniunur quoque osreae, in quibus su n pulchrae margarae. erra

5 mula mealla gigni: aes, errum, plumbum, argenum. nsula in pare

sepenrinl mund iace e aese nocs lcids habe. Ia medi

nocis empore homins pr cer nn haben esse nocem.

Incolae Brianniae eran Brions, quibus nmen nsulae es daum.

Pose Picrum gns ex Scyhi per ceanum nvibus vni

10 ad nsulam Hiberniam, quae prope Brianniam es sia. Pic in ill

nsul habire dcrvrun, sed Scot, qu e empore in Hiberni

habiban, es dxrun: Haec nsula es parva: e ns e vs enre

nn poeri. Cnsilium amen bonum vbs dabimus. Scmus ad orum

TRANSLATION OF THE LATIN PASSAGEAbou Briain

Briain, an island, is separaed rom Europe by a sea; i has rom he souh Belgium, rom back he immense ocean. I is ull o rees, ruis, animals. I abounds wih shes: also dolphins and whalesare capured here. Oysers are also ound, in which here are beauiul pearls. Te earh produces many meals:bronze, iron, lead, silver. Te island l ies in he norhern par o he world and during he sum mer i has br ighnighs. So in he middle ime o he nigh people do no know or sure ha i is nigh.

Te inhabians o Briain were Brions, rom whom he name o he island was given. Aferwards he popula-ion o Pics came rom Scyhia hrough he ocean by ships o Ireland, an island, which is siuaed near Briain.Te Pics decided o live in ha island, bu he Scos, who lived in Ireland a ha ime, old hem: Tis islandis small: i canno hold boh us and you. We will, however, give you good advice. We know ha o he eas noar rom our island here is anoher one, whose shores we are accusomed o see on clear days. You should sail oha island and you should occupy i! So he Pics occupied he norhern pars o Briain. For he Brions livedoward he souh. Te Pics, who had no wives, sough women rom he Scos. Te Scos answered his: Wiveswill be given o you, bu you have o prom ise ha you wi ll have no kings , bu q ueens. Tis cusom rem ainswih hem (a heir house) even oday.


Above each Lain reading passage in he suden exbook, inorm aion is presened in English. Tis pre-readingprovides background inormaion abou he auhor and he era in which he wroe, and esablishes he conexo he passage he sudens will read.

TEACHER BY THE WAYDevelopmen of he Vernacular Languages

Te new vernacular languages developed rom differen combinaions o hree main sources: (1) vul-gar Lain (he common speech o he less educaed in he lae Roman Empire); (2) various onguesha had already exised in he culures o he provinces o he wesern empire; (3) he languages ohe Germanic invaders who had come in he ourh and fh cenuries . Te dialecs o medievalIalian obviously owed much o lae vulgar Lain, bu were inuenced by Germanic elemens oorom such peoples as he Osrogohs and he Lombards. Te ongue o he Visigohs in Spain min-gled wih ha o he Roman-Spanish inhabians, wih some addiions laer rom Arabic and ohersources, o evolve ino languages ha would become he dialecs o medieval Spanish. Te speech ohe Franks conribued grealy o he languages o he Germanic regions (each o which in he medi-eval period was divided ino many dialecs), and he Germanic ongue o he Angles and Saxons inBriain was he basis or Old English, which was radically affeced by he invasion o he Normansrom norhern France in 1066. I was rom his inusion o Norman French ha dialecs o MiddleEnglish, he ancesors o Modern English, would develop. Tis Norman French inuence accouns

or he preponderance o Lain-derived words in odays English.

TEACHER BY THE WAY

Having absorbed he culure described in he ancien exs ha he read, Bede wroe on such sub-jecs as diverse a s poeic meers (D are meric); chronology or he science o compuing ime anddaing (D emporum raine); naural sciences (D nr r rum); and inerpreaion o scripure,biographies (especiall y hose o he sains l ives), and hisory.

Sandards1.1, 1.2, 3.1,

3.2, 5.2

TEACHING TIPInsruc he sudens o nd Belgica and Scyhia on he map on pp. xxviiixxix and Scoland on hemap on p. 7.


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Chapter 1 3

slis nn procul nosr aliam nsulam esse, cius lora dibus

15 lcids aspicere solmus. Ad eam nsulam nvigis e eam occupis!

Iaque Pic pars Brianniae sepenrinls occupvrun. Nam ad

merdiem Brions habiban. Pic, qu uxrs nn habban, mins

Scots pevru n. Scot hoc respondrun: Uxrs vbs dabunur,

sed prmitere dbis vs nn rgs, sed rgns esse habirs. Hic

20 ms eiam hodi apud es mane.

READING VOCABULARYaes, aeris, n. bronze

aess, aesis, . summer (aese in he summer)

argenum, , n. silver

*aspici, ere, aspex, aspecum o look a, cach aglimpse o

blaena, ae, . whale

Briannia, ae, . Briain

Bri, Brionis, m. Brion

*cnsilium, , n. advice

delphn, delphnis, m. dolphin

*e . . . e . . . boh . . . and . . .

Eurpa, ae, . Europe

errum, , n. iron

Gallia Belgica, ae, . Belgium

*gns, genis, . ribe, populaion

*gign, ere, genu, genium o produce, give birh

Hibernia, ae, . Ireland*hodi (adv.) oday

*incola, ae, m. inhabian

nnus, a, um innie, immense

*nsula, ae, . island

*inveni, re, invn, invenum o come upon, nd

lcidus, a, um brigh, clear

medius, a, um middle

margara, ae, . pearl

*merdis, merdi, m. souh, midday

meallum, , n. meal

*ms, mris, m. cusom, habi, pl. morals

*mundus, , m. world

nvigis (presen acive subjuncive) you (pl.)should sail

occupis (presen acive subjuncive) you (pl.)should occupy

*occup, re, v, um o occupy

ceanus, , m. ocean

*orus, ors, m. raising, beginning, originorus slis eas

osrea, ae, . oyser

Picus, , m. Pic

*piscis, piscis, m. sh

plumbum, , n. lead

*procul (adv.) ar, ar away

*prmit, ere, prms, prmissum o promise

Scotus, , m. ScoScyhia, ae, . Scyhia

*sepenrinlis, sepenrinle norhern

*sius, a, um siuaed, locaed

*sl, slis, m. sun

ergum, , n. back

*Words marked wih an aserisk will need o bememorized laer in he chaper.

Addiional inormaion abou he words marked wihhe double dagger will be in he ake Noesecionha ollows he Reading Vocabulary.

TEACHER BY THE WAYTe Brions were he Celic people who had once inhabied Briain under he Romans, bu whomigraed o pars o norhern France when he Romans lef and when he Angles and Saxons came.o his day a par o norhern France is called Britany. Te word Briish is oday reserved or heinhabians o England.


Te sudens should no be expeced o learn he words under he ile Reading Vocabulary, whenever his ileappears in his book. Insead, insruc sudens o learn he vocabulary words lised under he ile Vocabularyo Learn ha will be ound laer in he chaper.

Te Lain o English Glossary conains boh he Vocabulary o Learn, which is marked wih an aserisk, andhe Reading Vocabulary. Vocabulary o Learn rom Level 1 is also indicaed wih an aserisk.

TEACHING TIPWhile English derivaives rom he sarred words (i.e., he Vocabulary o Learn) are he opic o Exercise2, here are some ineresing derivaives rom he non-sarred words and some o hese show how wordschange hrough he years. Te eacher may choose o discuss hese derivaives wih he sudens.

aess esival, esivae

July 4 is an esival holiday because i alls during he summer.

argenum Ag, argen, Argenina, argenierous

Ag is he symbol or silver on he periodic able.

Argenierous is a compound o argenum ander(o bear), hence, silver-bearing ore.

blaena balaeniceps Balaeniceps is he name o a whale-headed sork.

delphn delphinium

errum arrier, errierous, errous, erric

lcidus (rom lce) elucidae, lucid, lucidiy, ranslucen, lucubraion, pellucid

A lucubraion is a laborious work done especial ly a nigh.

Pellucid waers are clear, allowing he maximum passage o ligh.

osrea osreiculure, osreiorm, osreaceous, osreophagis

Osreiculu re reers o raising oysers or ood in man-made aquaic environmens.

Picus (ping= o pai n) picure, pino (spoted horse), pino bean

plumbum plumb, plumber, plumme, plunge, plunger

Lead, a heavy maerial, used o be suspended by a line o measure he deph o waer; hence, plum-me, plunge. A plumb line o ascerain he rue verical can sill be seen on surveyor insrumens.

ergum ergiversae, ergierous

ergierous (rom ergumander= o bear) animals carry heir young on heir backs.

TEACHER BY THE WAY

Te eymological noes o hese addiional English derivaive secions will include some abbrevia-ions. Wha hese abbreviaions sand or can be ound on p. vi.


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TAKE NOTE

cnsilium, In his conex, cnsilium means advice; in oher conexs you have al-ready learned ha his word means plan.

Picus, Te Pics name lierally means a pained one, because o he cusom opaining aces.

Scyhia oday his is a erriory in souhern Russia.

COMPREHENSION QUESTIONS1. Where did he Brions and he Scos live?

2. Wha is he roue o he Pics described in he passage above? Where did hey nally setleand why?

3. Wha was he agreemen nally made beween he Scos and he Pics?

LANGUAGE FACT I

FIRST CONJUGATION VERBS: PRESENT ACTIVE AND

PASSIVE SUBJUNCTIVEIn he chaper reading passage you noice wo new orms which belong o verbs you alreadyknow. When he Scos wan o send he Pics away rom Ireland o Briain on accoun o hesmall size o heir island, hey give hem his advice:

Ad eam nsulam nvigis e eam occupis!

You should sail o ha island and you should occupy i!

Te orms nvigisand occupisare clearly second person plural (as you can guess rom heending is), bu hey are differen rom he well-known presen acive indicaive orms nvigis

and occupis.Nvigisand occupisare presen acive subjuncive.

Te presen subjuncive o he rs conjugaion (o which boh nvigand occupbelong) isormed by subracing he sem vowel a,subsiuing i n is place he vowel e, and atachinghe verb endings.

Firs Conjugaion: Presen Acive SubjunciveSingular Plural

Firs person parem parmus

Second person pars paris

Tird person pare paren

HOW TO USE THIS BOOKWhen he icon wih he pushpin and he words AKE NOE are seen, sudens will receive exra culural,linguisic, or hisorical inormaion abou words in he Reading Vocabulary.

ANSWERS TO COMPREHENSION QUESTIONS

1. Te Brions lived in Briain, he Scos in Ireland.

2. From Scyhia o Ireland. Tey nall y setled in Briain, since he Scos, who inhabied Ireland a haime, did no allow hem o setle in Ireland due o he small size o he island.

3. Te Scos provided he Pics wih wives on he condiion ha hey would always have queens, no kings.

TEACHING TIPTe eacher may choose o pracice recogniion o subjuncive orms by asking he sudens o iden-iy he ollowing verbs orms orally wih he word indicvus or subincvus and he verbs generalmeaning in English.Te word conincvus is a viable alernaive or subincvus. Tis will also serveas a quick review o some Level 1 verbs.

1. es Answer: indicvus is/be

2. parmus Answer: indicvus prepare/ge ready

3. muis Answer: subincvus change

4. versem Answer: subincvus urn

5. vulnerur Answer: subincvus wound

6. excianur Answer: indicvus awaken/wake up/rouse/sir up

7. exclm Answer: indicvus exclaim

8. rogmur Answer: subincvus ask

9. sparris Answer: indicvus separae

10. se Answer: subincvus sand

11. aedicenur Answer: subincvus build

Sandards1.1, 1.2, 3.1,

3.2, 4.1


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Chapter 1 5

Firs Conjugaion: Presen Passive SubjunciveSingular Plural

Firs person parer parmur

Second person parris parmin

Tird person parur parenur

Tere are many differen ways o ranslae he subjuncive and you will learn abou some ohem in he nex secion.

EXERCISE 1Change he indicaive verbs ino he subjuncive keeping he same person, number, ense, and voice.

Example: nvig nvigem

1. aesimur 7. occuls2. cgian 8. pugna3. dvasanur 9. snmus4. exspecris 10. servis5. rmmur 11. empor6. lberanur

VOCABULARY TO LEARN

NOUNScnsilium, , n. advice

gns, genis, . ribe, populaion

incola, ae, m. inhabian

nsula, ae, . islandmerdis, merdi, m. souh, midday

ms, mris, m. cusom, habi, pl. morals

mundus, , m. world

orus, ors, m. rising, beginning, origin

orus slis eas

piscis, piscis, m. sh

sl, slis, m. sun

ADJECTIVESsepenrinlis, sepenrinle norhern

sius, a, um siuaed, locaed

VERBSaspici, ere, aspex, aspecum o look a, cach a

glimpse o

gign, ere, genu, genium o produce, give birh

inveni, re, invn, invenum o come upon, ndoccup, re, v, um o occupy

prmit, ere, prms, prmissum o promise

ADVERBShodi oday

n negaive paricle wih he subjuncive

procul ar, ar away

uinam I wish ha, i only (a paricle o wishing)

CONJUNCTIONSe . . . e . . . boh . . . a nd . . .

EXERCISE 1 ANSWERS1. aesimur

2. cgien

3. dvasenur

4. exspecris

5. rmmur

6. lberenur

7. occuls

8. pugne

9. snmus

10. servis

11. emper

TEACHER BY THE WAY

Te word cnsiliumhas wo meanings: advice and plan. Boh meanings are atesed rom he earliesperiod o Lain lieraure. So i is no acciden ha counselors boh give advice and make plans!

Sandards

1.1, 1.2, 4.1

WorkbookExercises

1, 2


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EXERCISE 2Find he English derivaives based on he Vocabulary o Learn in he ollowing senences. Wriehe corresponding Lain word. Some o he senences may conain more han one derivaive.

1. Tere were no occupans in he building.

2. I is ime o seek counsel.

3. Our home is oally heaed by solar power.

4. Le us consider he moral aspec o his sory.

5. I hink ha he elephone is one o he greaes invenions o our ime.

6. Every day we mus deal wih he mundane affairs o ordinary lie.

7. During he rip, we visied some archaeological sies.

8. Te new ndings o geneics are very promising or humaniy.9. He is a real genleman.

10. Te Offi ce o Insular A ffairs manages he Unied Saes Virg in Islands, Guam, a nd someoher islands.

BY THE WAY

In some o is orms, he presen subjuncive o he rs conjugaion resembles hepresen indicaive o he second conjugaion and he uure indicaive o he hirdconjugaion. So be careul when you see a verb whose ending includes he vowel e,

which may be a

presen acive subjuncive likepars you should preparepresen acive indicaive like ens you hold

uure acive indicaive like cols you will worship

Knowing your principal pars is criical or making hese disincions.

Bede describes he island o Briainmaking reerences o he direcionsindicaed on he poins o a com-pass. Cie he specic Lain wordsrom he Vocabulary o Learn whichrelae o he compass.

TEACHING TIPTe insrucor may choose a his poin o explain he oher words or he our poins o he compassin Lain. Using he picure o he compass on p. 6 may be benecial o he sudens as he eacherexplains hese Lain words which are all adjecives. Te eacher may also wish o review briey howhird declension adjecives work a his poin. Te map in his chaper on p. 7 provides an oppor-uniy or an oral or writen lesson on he geography o he Briish Isles and may incorporae hesedirecional erms in such a lesson.

occidns, occidenis (someimes eminine, when undersood o agree wih pars) wes

orins, orienis (someimes eminine, when undersood o agree wih pars) eas

sepenrins, sepenrinum, m. pl. (also he name o a consellaion in he heavens) norh

EXERCISE 2 ANSWERS

1. occupans occup

2. counsel cnsilium

3. solar sl

4. moral ms

aspec aspici aspecum

5. invenion inveni invenum

6. mundane mundus

7. sie sius

8. geneics gign genium

promising prmit prmissum9. genleman gns

10. insular nsula

TEACHER BY THE WAY

According o radiion, pi lgrim s rom nor hern Europe who visied he Col osseum, which hey be-lieved was he sie o many a maryrs nal winess, were so impressed wih he srucure ha a pro-verbial ex pression was b orn. I is recorded in he eighh cenur y by he venerable Bede: As long a she Coliseum sands, Rome shall sand; when he Coliseum alls, Rome will all; when Rome alls,he world will all. (Quamdi sbi Colossum, sbi e Rma; quand cade Colossum, cade Rma;quand cade Rma, cade e mundus.)

Sandard4.1


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8/16



EXERCISE 3Ideniy each o he ollow ing orms as presen subjuncive (rs conjugaion), presen indicaive(second conjugaion), or uure i ndicaive (hird conjugaion).

Example: ambule, arde, ageambule presen subjuncivearde presen indicaiveage uure indicaive

1. dlmus, dlecem, dcmus

2. dis, dolis, discdis

3. movmur, mmur, mitmur

4. pes, possids, pus

5. rogen, responden, relinquen

6. empur, imur, angur

7. vincenur, vulnerenur, videnur

LANGUAGE FACT II

THE SUBJUNCTIVE MOODUnil now, you have learned wo verb moods: indicaive a nd imperaive. Te mood shows howhe acion o he verb is relaed o realiy. Te indicaive shows he ac ion as real, he i mperaiveas ordered.

Leg librum. I read a book. (indicaive)

Lege librum. Read he book! (imperaive)

Te subjuncive in a main clause usually shows he acion as desirable or possible. In addi-ion he subjuncive has several specic meanings in a main clause and especially in subordinaeclauses ha you will learn laer in his book.

Look a he ollowing examples.

Nvigis. You (pl.) sail. Indicaive: a real acion.

Nvige. You (pl.) sail! Imperaive: an order.

Nvigis. You (pl.) should sail. or You (pl.) may sail. Subjuncive: desirableor possible acion.

TEACHING TIPPoin ou o sudens he imporance o recognizing orms ha look similar or idenical bu havedifferen uncions or meanings.

EXERCISE 3 ANSWERS1. presen indicaive, presen subjuncive, uure indicaive

2. presen subjuncive, presen indicaive, uure indicaive

3. presen indicaive, presen subjuncive, uure indicaive

4. uure indicaive, presen indicaive, presen subjuncive

5. presen subjuncive, presen indicaive, uure indicaive6. presen subjuncive, presen indicaive, uure indicaive

7. uure indicaive, presen subjuncive, presen indicaive

ORAL EXERCISE 1

Tis exercise may be used anyime afer he presen subjuncive o rs conjugaion verbs has been presened.

Conjugae he presen acive and passive subjuncive o he verb occup.

occupem, occups, occupe, occupmus, occupis, occupen

occuper, occupris , occupu r, occupmur, occupmi n, occupenur

TEACHER BY THE WAYIn many grammar books he voliive subjuncive is divided ino jussive (or he second person) andhe horaory (or he rs and he hird person). Since hese erms boh reer o wha is esseniallyhe same use o he subjuncive, we preer, or he sake o simpliciy, o combine hese caegories inoone, wih due atenion paid o he ac ha in English he second person on he one hand, and hers and he hird person on he oher are expressed wih slighly differen auxiliary words.

Sandards1.1, 1.2, 4.1

WorkbookExercise 3

OralExercise 1

Sandards1.1, 1.2, 3.1,

3.2, 4.1


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Chapter 1 9

LANGUAGE FACT III

THE VOLITIVE AND OPTATIVE SUBJUNCTIVEYou jus learned ha he subjuncive in he main clause may indicae a desirable acion.

Such a desirable subjuncive may be voliive or opaive.

A voliivesubjuncive is similar o an imperaive. Te only difference beween he voliivesubjuncive and he imperaive is ha he voliive subjuncive indicaes a somewha milder com-mand han he imperaive. Te voliive subjuncive is ranslaed wih an i mperaive or wih he

words you should . . . /you may.

Rs pars! Prepare he hings! orYou should/may prepare he hings!

When his subjuncive is in he rs or in he hird person, i is ofen ranslaed wih he wordsle me/her/him/us/hem . . .

Ad nsulam nvigmus! Le us sail o he island!

Te church nave a Lindisarne Priory which was made amous by Cuhber and became one o he mos signican ceners oearly Chrisianiy in Anglo-Saxon England. Also imporan were he monaseries a Jarrow and Wearmouh where Bede

served. One o Bedes major works was o rewrie he Life of St. Cuthbert.

TEACHING TIPInsruc he sudens o nd Lindisarna on he map on p. 7.

TEACHER BY THE WAYTe Lindisfarne Gospels and Scotish Monasicism

Te Norhumbrian prince Oswald brough Aidan o he monasic communiy a Iona o Norhum-berland upon his re urn rom ex ile i n Scol and. Cel ic Chr isiani y (ha o Ireland and Scol and)convered Norhumbria and led o he oundaion o he grea monaseries such as Jarrow (Bedes),

Old Melrose, Whiby, and Lindisarne. Te monasic communiy creaed he illuminaed manu-scrip known as he Lindisarne Gospels in which he syle o illuminaion is considered represena-ive o he Celic Renaissance. Oher amous manuscrips in his syle include he Book o Durrow,he Book o S. Chad (also known as he Licheld Gospels), and he mos amous o he group, heBook o Kells. Tese manuscrips all exhibi a usion o Celic, Germanic, and Medierranean ele-mens. Irish monks had raveled o he coninen serving as missionaries and revializing earliermonasic communiies. In doing so, hey encounered oher arisic radiions which subsequenlyinuenced heir work back in England, Scoland, and Ireland.

TEACHING TIP

Te eacher migh bring reproducions o hese Celic manuscrips o class or ask sudens o do so.Te class can hen decipher he Lain words o hese elaboraely ranscribed manuscrips.

WorkbookExercise 4

Sandards1.1, 1.2, 3.1,

3.2, 4.2


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Te opaive subjuncive indicaes a wish. I is ofen, bu no always, accompanied by heword utinam. Te opaive subjuncive is usually ranslaed wih he word may and utinammeans i only.

Uinam d ns amen!May he gods love us! orI only he gods may love us!

Te opaive subjuncive and he voliive subjuncive in he rs andhird person is negaivewhen n is added.In he case o he negaive opaive, we someimes seeutinam n.

Uinam n pauper sim!May I no be poor orI only I may no be poor!

N ad nsulam nvigen!Le hem no sail o he island!

N malae rs ns exspecen!Le bad hings no awai u s!

BY THE WAY

Te negaive o he voliive subjuncive in he secondperson is ormed in he same wayas he negaive imperaive: nl, nlte+ inniive.

Nle ad nsulam nvigre!Do no sail o he island!

Beauiully siuaed overlooking he Wear River, he Cahedral o Durham was begun in 1093 and reains moso is Norman crafsmanship and original design. I was buil o house he shrine o S. Cuhber, Bedes beloved spiriual

menor, and Bedes own remains were ranserred o Durham here. A shrine houses hem in he cahedrals Galilee Chapel.

ORAL EXERCISE 2

Tis exercise may be used anyime afer he voliive and opaive subjuncive have been presened.

Te eacher uses he preerred CPO (classroom presenaion opion: black/whie/smar/green board, over-head or LCD projecor or PowerPoin) o show a lis o rs principal pars o verbs such as he ones lisedbelow a nd hen d ivides he cla ss in wo g roups. T e rs group is supp osed o give di recions o he eacherwih he lise d verbs by using he voli ive subjuncive . Te eacher hen mimics he acions ordered by he rsgroup unil he second group issues a negaive command. I he eacher preers, s/he may ask a suden o behe perormer o he commands.

ambul, err, exclm, exspec, nvig, locum occup, cgi, rog

ambuls! nl ambulre!

errs! nl errre!

exclms! nl exclmre!

exspecs! nl exspec re!

nvigs! nl nvigre!

locum occups! nl locum occupre!

cgis! nl cgire!

rogs! nl rogre!

TEACHER BY THE WAYDurham Cahedral

A World Heriage Sie, he Cahedral o Durha m is considered one o he grea archiec ural ex peri-

ences o Europe and an ousanding example o Norman archiecure in paricular. I probably isalso one o he mos dramaic. Perched high on a hill, nex o Durham Casle, overlooking he Wearriver (known as he Ouedra orAdronin Lain) and he ancien own, i is much-phoographed.

Te owers o he cahedral dae rom a laer building. Te wesern owers dae rom he welfh and hireencenuries and he cenral ower wih is Gohic deailing is rom he feenh cenury.

Durham Cahedral housed a Benedicine communiy unil he dissoluion o he monaseries in he Angli-can Reormaion. Bede joined he Benedicine monasery o S. Peer and Paul a Wearmouhdown he RiverWear rom Durha m, a he rivers mouh.

TEACHER BY THE WAYTe English Peoples

In his hisory, Bede reers o he peoples o lowland Briainhe Saxons, he Jues, he Anglesasone naion. Indeed, he esablished he radiion o calling hese peoples he Angles, which evolved

o England and he English. Bede ells a sory abou Pope Gregory he Greas encouner wih someAngles. Bede probably consuled an earlier biography o Gregory ha scholars believe had beenwriten a an Engl ish monasery in W hiby.

Bede ells us ha prior o his ponicae, Gregory came upon some air-haired boys or sale in he Roman mar-keplace. Teir blond hair led Gregory o ask rom where hey came. Bede hen relaes ha when old hey wereAngles, i.e.,Angl, Gregory replied ha hey were angels o God, i.e.,Angel de. Te word play coninues as he askshe name o heir king, Aelle, o which he responded, Alleluia, or God ough now o be praised. When heyidenied heir ribe as he Deira, Gregory proclaimed ha hey shall ee rom he wrah o God, d r.

Some scholars believe ha in elling he sory wih is wordplay, Bede esablishes he English as a special race.

OralExercise 2


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Chapter 1 11

LANGUAGE FACT IV

PRESENT SUBJUNCTIVE OF SUMAND POSSUMPresen Subjuncive of sum

Singular Plural

Firs person sim smus

Second person ss sis

Tird person si sin

Presen Subjuncive ofpossum

Singular PluralFirs person possim possmus

Second person posss possis

Tird person possi possin

STUDY TIP

Remember he vowel iin he presen subjuncive o sum andpossum! Ta makes isimple o remember!

EXERCISE 4ranslae ino English.

Example: N di exspecmus!Le us no wai or a long ime!

1. Fbulam illam omnibus genibus celerier nrrs!

2. Nl procul occulr!

3. N sepenrinls gens erram occupen!

4. Omnibus cum incols pugnmus!

5. Uinam adulscns, quem am, hodi m ame!

6. N smus paupers!

7. Uinam possmus hodi muls piscs invenre!

8. Fbulam mihi nrrs!

9. N hoss erram nosram occupen!

10. Omnibus vribus pugnmus!

11. Uina m mina, quam am, m ame!

12. N smus miser!

EXERCISE 4 ANSWERS1. ell ha sory o all naions quickl y!

2. Do no ge hidden ar away!

3. May he norhern ribes no occupy our land!

4. Le us gh wih all inhabians!

5. May he young man whom I love love me oday!

6. Le us no be poor!

7. May we be able o nd many sh oday!

8. ell me a sory!

9. May he enemies no occupy our land!

10. Le us gh wih all (our) srengh!

11. May he woman whom I love love me!

12 Le us no be wreched!

TEACHING TIP

Te eacher may choose o pracice recogniion o he subjuncive orms o sum andpossumby ask-ing he sudens o ideniy he ollowing verb orms orally wih he word indicvus or subincvus.

Tis will also serve as a quick review o he indicaive orms o sum andpossumha were presenedin Level 1.

1. smus Answer: subincvus 11. sum Answer: indicvus

2. es Answer: indicvus 12. esis Answer: indicvus

3. posss Answer: subincvus 13. sim Answer: subincvus

4. es Answer: indicvus 14. sun Answer: indicvus

5. possum Answer: indicvus 15. ss Answer: subincvus

6. possi Answer: subincvus 16. sis Answer: subincvus

7. sumus Answer: indicvus 17. poes Answer: indicvus

8. poesis Answer: indicvus 18. sin Answer: subincvus

9. si Answer: subincvus 19. poes Answer: indicvus

10. possis A nswer: subincvus 20. possin Answer: subincvus

ORAL EXERCISE 3

Tis exercise may be used anyime afer he opaive subjuncive has been presened.

Te eacher wries on he board a lis o adjecives and asks individual sudens o choose wha hey wan or nowan o be, using he opa ive subjuncive or he negaive opa ive subjuncive.

cer, docus, lx, erx, oris, mgnus, miser, pauper, dves, sevrus, praeclrus

Uinam sim/n sim cer!

Uinam sim/n sim docus!

Uinam sim/n sim lx!

Uinam sim/n sim erx!

Uinam sim/n sim oris! Uinam sim/n sim mgnus!

Uinam sim/n sim miser!

Uinam sim/n sim pauper!

Uinam sim/n sim dves!

Uinam sim/n sim sevrus!

Uinam sim/n sim praeclr us!

Sandards1.1, 1.2, 4.1

OralExercise 3

WorkbookExercise 5


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EXERCISE 5ranslae ino Lain using he various ypes o subjuncives you have jus learned.

1. You (pl.) should hink abou hese cusoms!

2. Le no/may no he world be bad!

3. You should walk ar away oday!

4. You (pl.) should be srong!

5. May we learn new cusoms on his island!

6. Le he inhabians build new homes no ar away!

7. May you be able o nd wha you are seeking!8. You should prepare all he hings you promised!

EXERCISE 6Give he negaive o he ollowing senences. ranslae he negaive senences.

Example: Nunc ambulis!Nle nunc ambulre!Do no walk now! You should no/may no walk now!

1. Apud ns habien!

2. Hosem accs!

3. Fbuls nrrmus!

4. Uinam smus prm!

EXERCISE 7

Read he ollowing conversaion held beween he Pics and he Scos afer he Pics arrival inIreland. ranslae he English pars ino Lain and he Lain pars ino English.

Pics: andem ad erram nvigvi mus. Cum gaudi exclmmus! Uinam hc in nsul manrepossmus!

Scos: Who are you? Wha are you seeking in our land?

Pics: Sumus Pic e novam pariam di quaesvimus. Uinam haec paria mula bona nbsde!

Scos: You canno remain on his island. For i is very small and here is no space or every-body. You should sail o anoher island! You should prepare your ships!

Pics: Sis amc! Auxilium nbs dis!

EXERCISE 5 ANSWERS1. D hs mribus cgiis!

2. Mundus n si malus!

3. Procul hodi ambuls!

4. Sis ors!

5. Uinam mrs novs hc in nsul discmus!

6. Incolae novs doms nn procul aedicen!

7. Uinam posss invenre id quod quaeris!

8. Omnia quae prmsis pars!

EXERCISE 6 ANSWERS1. N apud ns habien! Le hem no live wih us!

2. Nl hosem accsre! Do no accuse he enemy! You should no/may no accuse he enemy!

3. N bul s nrrmus! Le us no ell sories!

4. Uinam n smus prm! May we no be rs!

ORAL EXERCISE 4

Tis exercise may be used anyime afer he voliive subjuncive has been presened.

Te eacher describes a cerain acion wih he inniive. Ten he asks a suden o perorm or mimic i, andhen o say in Lain, I am doing his . . . Nex he suden should urn o anoher suden and say in Lain Youshould do his . . . Ten he suden should ace all he oher sudens and say in Lain, You (plural) should dohis . . . Finally he suden should address everybody in he room and say in Lain, We should do his . . .

Example:eacher: cnsilium audre

Suden (abou her/himsel): cnsilium audi

Suden (o anoher suden): cnsilium audis

Suden (o he oher sudens): cnsilium audiis

Suden (o everyone, including her/himsel): cnsilium audimus

1. gaudi abundre gaudi abund gaudi abunds gaudi abundis gaudi abundmus

2. ambulre ambul ambuls ambulis ambulmus

3. nihil crre nihil cr nihil crs nihil cris nihil crmus

4. esse lx sum lx ss lx sis lcs smus lcs

5. posse respondre possum respondre posss respondre possis respondre possmus

respondre6. amcum vocre amcum voc amcum vocs amcum vocis amcum vocmus

7. occul r occulor occulri s occulm in occulmur

8. libr dlecr libr dlecor libr dlecris libr dlecmin libr dlecmur

Sandards1.1, 1.2, 4.1

OralExercise 4

Sandards

1.1, 1.2, 3.1,3.2, 4.1

WorkbookExercise 6


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Chapter 1 13

Scos: Be brave! From his island you can c ach a glimpse o anoher island. May you be able ond or yourselves a place on ha island!

Pics: Uinam bona orna in ali nsul ns exspece! D ali quoque r vs rogre cupi-mus.

Scos: You should ask now.

Pics: Dis nbs muliers! Nam ns uxribus egmus: nn enim sun nbs muliers.

Scos: Muliers vbs dabimus, sed hoc prmitere dbis: anum muliers erun rgnae,vir nn erun rgs.

Pics: May your advice be good!

Scos: Prmitiisne?Pics: We promise, we promise. Give he women now!

Tis sone monumen sculped byhe Pics during he sevenh oninh cenuries sands wih woohers in Aberlemno, Scoland,no ar rom Dundee. Te norhace depiced here conains a Cel-ic-syle cross anked by angelsholding books. Similar sculpedsones hroughou Scoland ateso he presence o he Pics.

EXERCISE 7 ANSWERSPics:Finally we have sailed o a land. Le us exclaim wih joy! May we be able o remain on his island!

Scos:Qu esis vs? Quid in err nosr quaeriis?

Pics:We are Pics and we have been seeking a new aherland or a long ime. May his aherland give usmany good hings!

Scos:In hc nsul manre nn poesis. Nam es vald parva e locus omnibus nn es. Ad aliam nsulamnvigis! Nvs vesrs paris!

Pics:Be r iends!/You should/may be r iends! Give us help! / You should/may give us help!

Scos:Sis ors! Ex hc nsul aspicere poesis aliam nsulam. Uinam possis locum in ali nsul vbsinvenre!

Pics:May good orune awai us on he oher island! We also wan o ask you abou anoher hing.Scos:Rogis nunc!

Pics:Give us women!/You should/may give us women! For we lack wives: in ac, we do no have women.

Scos:We will give you women, bu you have o promise his: only women will be queens, men will no bekings.

Pics:Uinam cnsilium vesrum si bonum!

Scos:Do you promise?

Pics:Prmitimus, prmitimus. Muliers nunc dis!

TEACHING TIP

Afer he Engl ish pars o he conversaion above have been pu ino L ain, div ide he class ino wosecions. Assign he par o he Pics o one secion and he par o he Scos o he oher. Insruc he

class o perorm his dialogue orally in Lain. Tis will help sudens o develop oral comprehensionskills and o pracice heir pronunciaion o Lain.

TEACHER BY THE WAYTe souhern ace o he sone displays Pics on horseback in a hun scene. Aberlemno is derivedrom he Pic aber meaning conuence or river mouh and rom he Gaelic leamhanaich,meaningo he elmwood. Dundee is in he middle o Scoland on he easside along he River ay, he sec-ond major inle on he map.

WorkbookConen

Quesions


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TALKING ABOUT A READING

ABOUT THE ORIGIN OF MY FAMILYAND UNADAPTED LATIN:

THE FAMILY OF ATTICUSIn Chaper 8 o Level 1 you read an adapaion o he li e o Temisocles by Cornelius Nepos.Cornelius Nepos (10025 ) wroe a book o shor biographies abou amous Greeks, andsome Romans, eniledD virs illsribu s(Abou Famous Men). Here, ogeher wih our riendsrom he rs volume, Mary, Chrisy, Helen, and Mark, you will read he unadaped version oCornelius Nepos biography o Ciceros bes riend Aticus.

Te riends gaher and rs make some remarks abou Bedes ex ha hey have jus read. Ten

hey read par o Nepos lie o At icus and laer conclude heir conversaion.

D FAMILIAE MEAE ORTMara: Salve, amc!

Mrcus, Helena e Chrisna: Salva (in good healh) ss, Mara!

Mara: Bonum era legere d amiliae meae or. Nam amiliae meae paria es Caldonia(Scoland). Nn scibam Pics ex Scyhi vnisse.

Mrcus: E amiliae meae paria es Hibernia. Ego auem nn scibam Scots prmum (rs)in Hiberni habivisse, deinde Caldoniam pevisse. Mea amilia amiliae uae mins de-disse vidur. Nam Pic muliers nn habban. Rgnae igiur, quae in Caldoni urun,omns ex Hiberni vneran.

Mara: Hoc nn es prorsus (compleely) vrum. Prmae anum muliers ex Hiberni vnrun.Pose novae muliers nae sun (were born) in Caldoni, nn in Hiberni.

Helena:Audiis! Mea auem amilia pariam habe Brianniam. Di in Brianni me vxrun,andem Americam pevrun.

Chrisna: Cr dciis vs esse Pics, Scots, Brions? Ns omns nunc sumus Americn!

Mara: Bene dcis, Chrisna. Pariam, quam nunc habmus, amre dbmus, sed eiam damiliae or bonum es scre. Hoc nn signica (does no mean) ns pariam nosram minus(less) amre . . . Sed quid aliud hodi legmus?

Mrcus: Vam Atic quam scrpsi (wroe) Cornlius Nepos.

Helena: N si vald diffi cil is! ime.

Mrcus: N cgimus librum esse d iffi cilem! imre lbermur! Iam mula scmus.

Chrisna: Uinam nunc incipere (begin) possmus! Nam d Cicernis amc scre c upi.

TRANSLATION OF THE LATIN CONVERSATIONMary:Hello, riends!

Mark, Helen, and Chrisy:Hello, Mary!

Mary:I was good o read abou he origin o my amily. For he aherland o my amily is Scoland. I did noknow ha he Pics had come rom Scyhia.

Mark:And he aherland o my amily is Ireland. I, on he oher hand, did no know ha he Scos had rsdwel in Ireland, hen gone o Scoland. My amily seems o have given women o your amily. For hePics did no have women. Tereore he queens who were in Scoland had all come rom Ireland.

Mary:Tis is no compleely rue. Only he rs women had come rom Ireland. Aferwards new women wereborn in Scoand, no in I reland.

Helen:Lisen! My amily, on he oher hand, has Briain as a aherland. My people lived in Briain or a longime, (and) a las wen o America.

Chrisy:Why do you say ha you are Pics, Scos, Brions? We are all Americans now!

Mary:You alk well, Chrisy. We ough o love he aherland ha we have now, bu i is also good o knowabou he origin o amily. Ta does no mean ha we love our aherland less . . . Bu wha elseare we going o read oday?

Mark:Te lie o Aticus, which Cornelius Nepos wroe.

Helen:May i no be oo diffi cul! I am araid/I ear.

Mark:Le us no hin k ha he book is di ffi cul! Le us be reed rom ear! We alrea dy know a lo o hi ngs.

Chrisy:May we be able o begin now! For I wan o know abou Ciceros riend.

TEACHER BY THE WAYCornelius Nepos

Cornelius Nepos (10025 ) was born in Gal lia Cisalpina, a Roman province, bu spen mos o hislie in Rome. Wih he help o ius Pomponius Aticus, he became par o Roman high sociey bu

never pursued poliical o ffi ce as so many o hers did. Insead, he devoed his lie o s udy and wriing.

Nepos wroe prolically hroughou his lie. He is known o have writen a chronology o Rome ( Chronica),a series o exempla, and some eroic poer y. Wha he is bes known or, however, are hi s biographies. Some ohese, including biographies o Cao he Elder and Cicero, were sand-alone works, bu many were linked in asingle collecion,D virs ill sribus . While mos o Nepos works are los, much o wha remains comes romhis collecion. In he (a leas) sixeen books o he D virs illsr ibus, Nepos depics he lives o many amousmen o aniquiy. Nepos rs organized his subjecs by occupaion, hen paired a noable Romans lie sorywih ha o a noable oreigner (usual ly a Greek), and nally compared he wo. Tis pracice, which Neposlikely invened, would be uilized in he works o several laer works, including Pluarchs Lives. Nepos was alsocareul o judge his subjecs by he sandards o he sociey in which hey lived, no simply by Roman ideals.Tis culural relaivism was also ahead o is ime. O his exan biographies, he one o his riend Aticus, owhom he dedicaed heD virs, is he bes and mos complee (A selecion rom heLie o Aticusaccompanieseach chaper oLain or he New Millennium, Level 2. A he end o he feen chapers are ound en addiionalselecions. Collecively, hese weny-ve selecions consiue 264 lines o unadaped classical Lain.).

Living during he ime o Cicero and Vergil, Nepos did no enjoy heir repuaion. His plain prose is ofenconsidered inerior o he more sylized wriing o his conemporaries. However, Nepos innovaive approacho biography inuenced wriers or decades aferwards and his easily readable Lain makes him one o he besauhors or a suden embarking on reading unadaped Lain or he rs ime.

Sandards1.1, 1.2, 2.1,

4.2, 5.2


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Chapter 1 15

THE FAMILY OF ATTICUS

CORNLI NEPTIS ATTICUS, 1.12

Aticus came rom an old amily, bu no one o he highes nobiliy. His aher was well-o-do,and was deeply ineresed in lieraure, an ineres which was ransmited o Aticus.

1 1. ius Pompnius Aticus, ab orgine ulim sirpis Romnae

generus, perpeu miribus accepam equesrem obinui

digniem. 2. Pare sus es dligene e, u um eran empora, d i n

prmsque sudis literrum. Hic, prou ipse amba liters, omnibus5 docrns, quibus puerlis aes imperr dbe, lium rudvi.

VOCABULARY1 org, orginis, . origin

ulimus, a, um arhes, mos remoe

sirps, sirpis, . sock, descen, race

2 gener, re, v, um o give birh, procreae;pass. o descend rom

perpeu (adv.) wihou inerrupion

mirs, mirum, m. pl. ancesors

equesris, equesre equesrian, relaed o hesocial class o knighs

obine, re, obinu, obenum o hold

3 dignis, digniis, . digniy, social posiion

paer, paris, m. aher

sus es + ablaive he enjoyed

dligns, dligenis diligen u as, when, according o

d = dvie

34 in prms especially, rs o all

4 sudisus, a, um + gen. ineresed in

prou (conj.) as

ipse himsel

5 docrna, ae, . learning, erudiion

puerlis, puerle relaed opuer; puerlis aes boyhood

aes, aeis, . age

imperi, re, imperv, imperum o share,provide (o give apars)

rudi, re, rudv, rudum o educae, in-sruc

READING NOTES12 ab orgine ulim sirpis Romnae generus Under-

sandgeneruswih ab. Aticus was descendedrom he remoes/mos ancien origin o Ro-man sock.

2 accepam Perec passive pariciple o accipi oaccep, receive.

23 equesrem . . . digniem Tis phrase means hesocial posiion o an equesrian/knigh.

3 sus es Tis passive looking verb has he acivemeaning he enjoyed and i governs he abla-ive phraseparedligene.

u um eran empora Wih an indicaive verb umeans when/as. Tis phrase means as heimes/sandards hen were. In oher words,Aticus aher was r ich by he sandards o anearlier age.

34 d in prmsque sudis literrumRich andespecially ineresed in lieraure.

45

omnibus docrns, quibus puerlis aes imperrdbe, lium rudvi Te pronoun quibusreer-ring o docrns is an ablaive o means wih heverb imperr; omnibus docrnsis an ablaiveo means o be aken wih rudvi. Te phrasequibus puerlis aes imperr dbemeans wihwhich boyhood ough o be prov ided.

TRANSLATION OF THE FAMILY OF ATTICUSius Pomponius Aticus, descended rom he remoes (i.e., mos ancien) origin o Roman sock, held hesocial posiion o a knigh which was received (i.e., inheried) wihou inerrupion rom (his ancesors). Heenjoyed a diligen aher and, as he imes hen were (i.e., according o he sandards o hose days), a rich (one)and especially ineresed in lieraure. As he loved lieraure himsel, he educaed (his) son wih all kinds olearning wih which he period o boyhood ough o be provided.


Since his is he rs piece o unadaped Lain ha he sudens mee, eachers should explain his pages ormaand how o read unadaped Lain. Sudens should be insruced o read he English secion above he Lainpassage rs and hen he eacher may wish o ask sudens wha inormaion hey should anicipae seeing in

he Lain passage isel. Te Vocabularybelow he La in passage in he lef hand colum n does no need o belearned bu is lised o help he suden undersand he passage. Across rom he Vocabularycolumn are heReading Noes. Tese columns are se up so ha he suden will be able o read rom lef o righ looking romheVocabularycolumn across o he Reading Noescolumn. In his way he sudens will see all he inorma-ion hey will need o comprehend each line o he passage.

For he rs ew unadaped Aticus passages, depending on he abiliy level o he class, eachers migh do heAticus readings a s an in-class , eacher-led ac iviy. As s udens condence wih he unadaped L ain grow s,eachers may assign he Aticus passages or preparaion a home.

TEACHING TIP

Te eacher may choose o ask he ollowing quesions as he sudens read he Lain passage in ordero help he sudens undersand he passage or o assess heir progress.

Line 1: Wha does he cognomenAticus ell abou he man? Answer: He lived in Ahens or manyyears.

Line 2: Wha is he grammaical orm and use ogenerusin line 2? Answer: perec passive pari-ciple modiyingAticus.

Line 4: o whom does hicreer? Answer: Aticus aher.

TEACHER BY THE WAY

Line 2: Te nancial requiremen o be a member o he equesrian class was 400,000 seserces. Ia persons worh ell below he amoun o 400,000 seserces, he los his posiion in ha order.400,000 seserces in 1957 was approximaely $28,000 and would be subsanially larger oday.Te abbreviaion or seserce was IIS which was laer sandardized o HS. When hese num-bers and he leter are super imposed on one anoher, he resul is he American dol lar sign,which, unil rec enly, had wo verical lines under he leter S.

Lines 34: Te phrase in prmsis originally an ablaive o place where and is lieral ranslaion isin he rs place(s); in he ron line(s).

Line 4 sudis literrum: I sudis is ranslaed as ond o, i is easier or he sudens o un-dersand why literrumis in he geniive case.

Sandards1.1, 1.2, 2.1,

3.2


16/16



QUESTIONS ABOUT THE TEXTAnswer in complee Lain senences.

1. Erane amilia Atic veusa?

2. Quam digniem habba Aticus?

3. Habbanne mirs Atic digniem equesrem?

4. Qulis (wha sor o) era paer Atic?

5. Fuine vald dves?

6. Cius re paer Atic era in prms sudisus?

7. Cupvine paer Atic lium liters rudr?8. Cr hoc cupvi?

D FAMILIAE MEAE ORTCONTINUEDMrcus: Meus paer quoque liters vald ama. Cupvi igiur m liters Lans rudr.

Mara: Pubam parem uum esse asronauam (asronau).

Mrcus: Hoc es vrum. anum homins doc possun esse asronauae. Smus dl igens!

TEACHING TIPTe sudens may use he vocabulary supplied wih he Aticus passage o answer he comprehen-sion quesions. Remind hem ha yes is iaand no is minim.

ANSWERS TO QUESTIONS ABOUT THE TEXT

1. Ia, amil ia Atic era veusa.

2. Aticus digniem equesrem habba.

3. Ia, mirs Atic digniem equesrem habban.

4. Paer Atic era dligns e dves.

5. Fui dves, u eran empora.6. Paer Atic in prms era sudisus literrum.

7. Ia, paer Atic cupvi lium liters rudr.

8. Ipse paer vald liters amba.

TRANSLATION OF THE CONTINUATION OF THE LATIN CONVERSATIONMark:My aher also really likes lieraure. So he waned me o be educaed in Lain lieraure.

Mary:I hough your aher was an asronau.

Mark:Tis is rue. Only educaed people can be asronaus. Les be diligen!

Sandards1.1, 1.2, 3.1,

3.2, 4.1

latin for the new millennium. teacher's manual, ch. 1 [level 2] (bolchazy-carducci publishers) -...

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