latin for the new millennium. teacher's manual, ch. 1 [level 3] (bolchazy-carducci publishers) -...

7/26/2019 Latin for the New Millennium. Teacher's Manual, Ch. 1 [Level 3] (Bolchazy-Carducci Publishers) - Milena Minkova,

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CONTENTSPREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . xviii

WORKS CONSULTED, ADAPTED, AND REVISED. . . . . . . xix

CORRELATIONS WITH NATIONAL STANDARDS. . . . . xxiii

RESOURCE LIST . . . . . . . . . . . . . . . . . . . . . . . xxix

ABBREVIATIONS . . . . . . . . . . . . . . . . . . . . . . lx xvii

PART 1: AUTHORS OF THE LATE REPUBLIC

History Essay: Te Last Century of the Roman Republic . . . . . . .1

Chapter 1: Gaius Julius Caesar . . . . . . . . . . . . . . . . . . . .5

Reading 1:D bell Gallic1.1 Gaul and Is Inhabians . . . . . . . . 9Demonsraive Adjecives and Pronouns;

Relaive PronounsAsyndeon, Ellipsis

Reading 2:D bell Gallic1.2 Te Conspiracy o Orgeorix . . . . 20Adjecives wih Geniive in usand Daive in ;

Pariciples Including Gerunds and Gerundives

HendiadysReading 3:D bell Gallic1.3 Preparaions o Leave . . . . . . . . 27

Gerunds and Gerundives in Purpose Consrucions;Subjuncive Purpose Clauses and IndirecCommands

Reading 4:D bell Gallic1.45 Te Deah o Orgeorix . . . . . . 36Ablaive Absolues; Te Acive PeriphrasicLioes, Polysyndeon, Allieraion

Reading 5:D bell Gallic1.67 Caesars Responseo he Helveians . . . . . . . . . . . . . . . . . . . . . . . . 45

Indirec Saemens; Te Passive Periphrasic;Review o Gerund and Gerundive Uses


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vi Latin for the New Millennium: Teachers Manual, Level 3

Chapter 2: Gaius Valerius Catullus . . . . . . . . . . . . . . . . . 59

Reading 1: Carmen1 Te Dedicaion o CaullussLibellus . . . . . 60Complemenary Inniives and Inniives wih

Impersonal Verbs; Pariive Geniive; Diminuives

Reading 2: Carmen5 A Tousand and More Kisses . . . . . . . . . 71Cum ClausesChiasmus, Sibilance, Anaphora

Reading 3: Carmen8 Farewell, Girl . . . . . . . . . . . . . . . . 81Imperaives and Prohibiions

Aposrophe, R heorical Quesion

Reading 4: Carmen13 An Inviaion o Fabullus . . . . . . . . . . 92Condiional Senences

HyperbaonReading 5: Carmen49 A Tank You . . . . . . . . . . . . . . . 100

Posiive, Comparaive, and Superlaive Adjecivesand Adverbs

Reading 6: Carmen51 Love or Lesbia . . . . . . . . . . . . . . 105Geniive and Daive PronounsOnomaopoeia, ranserred Epihe

Chapter 3: Marcus ullius Cicero . . . . . . . . . . . . . . . . . 117Reading 1:Pr Archi pot4.24 Archias and Anioch . . . . . 120

Resul Clauses

Reading 2:Pr Archi pot5.13 Archiass Repuaion . . . . . . 128Comparison; Conracion o viand ve

Reading 3:In CatilnamI 1.12 Ciceros AccusaionsAgains Cailine . . . . . . . . . . . . . . . . . . . . . . . . 135

Te Alernae Ending reIrony

Reading 4:In CatilnamI 4.810; 5.1011 RevealingCailines Plans . . . . . . . . . . . . . . . . . . . . . . . . 145

Relaive Clauses o Purpose and CharacerisicHyperbole, Meonymy, ricolon

Reading 5:In CatilnamI 6.1516; 7.1618 AllegedAtemps o Kill Cicero; Te PersoniedPatriaSpeaks . . . . . 157

Parallelism, Ellipsis (Gapping), and Words o beUndersoodPreeriion, Meaphor, Personicaion, Oxymoron


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Contents vii

Reading 6:In CatilnamI 13.3133 Ciceros FinalAppeal o Cailine . . . . . . . . . . . . . . . . . . . . . . . 172

Te Voliive Use o he Presen SubjunciveSimile, Climax, Crescendo, Synecdoche

Reading 7:D amciti5.206.22 Te Benes oFriendship. . . . . . . . . . . . . . . . . . . . . . . . . . . 183Correlaives

PART 2: AUTHORS OF THE AUGUSTAN AGE

History Essay: Augustus and the Principate. . . . . . . . . . . . 199

Chapter 4: Publius Vergilius Maro . . . . . . . . . . . . . . . . 203

Reading 1:Aeneid1.111 Prologue and Invocaion . . . . . . . . 207

Subsanives (Adjecives Used as Nouns)Epihe, Synchesis

Reading 2:Aeneid1.421440 Te Consrucion oCarhage . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

SupinesExended Simile

Reading 3:Aeneid2.201222 Deah o Laocoon andHis Sons . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

Reexive/Middle Voicemesis

Reading 4:Aeneid2.547566 Pyrrhus and he Deaho Priam . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

Paronymics and Oher NamesHyseron Proeron, Anasrophe

Reading 5:Aeneid2.705729 Fligh rom roy . . . . . . . . . . 258Assimilaion and Daive wih Compound Verbs

Reading 6:Aeneid4.160192 Aeneas and Dido in he Cave . . . . 268Figures o Speech and MeaningEpanalepsis

Reading 7:Aeneid4.642666 Didos Suicide . . . . . . . . . . . 282Alernae Endings and Syncopaed WordsEuphemism, Royal or Ediorial We

Chapter 5: Quintus Horatius Flaccus . . . . . . . . . . . . . . . 299

Reading 1: Odes1.5 Te Changeabiliy o Love . . . . . . . . . 302Deponen Verbs ha Govern he Ablaive Case


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Reading 2: Odes1.11 Seize he Day . . . . . . . . . . . . . . . 309

Reading 3: Odes1.23 Chloes Mauriy . . . . . . . . . . . . . 315Inniive o Purpose, Review o Purpose

Consrucions, and Review o Inniive Uses

Reading 4: Odes2.10 Te Golden Mean . . . . . . . . . . . . . 323Enjambmen

Reading 5: Odes3.30 Te Immoraliy o he Poe . . . . . . . . 331

Chapter 6: Publius Ovidius Naso . . . . . . . . . . . . . . . . . 339

Reading 1:Metamorphss4.6577 [Pyramus and Tisbe]Te Chink in he Wall . . . . . . . . . . . . . . . . . . . . 342

Reading 2:Metamorphss4.7896 Tisbes Arrival or

a Nightime Rendezvous . . . . . . . . . . . . . . . . . . . . 348Reading 3:Metamorphss4.96127 Pyramuss Faal

Misake . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354Geniive o Qualiy and Ablaive o Qualiy

Anihesis, Golden Line

Reading 4:Metamorphss4.128166 Lovers Uniedin Deah . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364

Review o Possession and Daive o Possession

Zeugma, ParadoxReading 5:Metamorphss10.243269 [Pygmalion]

Pygmalions Love or His Ivory Girl . . . . . . . . . . . . . . 375Indirec Quesions; Fear Clauses

Assonance, Polypoon

Reading 6:Metamorphss10.270297 Te Graningo Pygmalions Secre Desire . . . . . . . . . . . . . . . . . . 385

PART 3: AUTHORS FROM THE POSTANTIQUE ERA

History Essay: Why Post-Antique Latin. . . . . . . . . . . . . . 393

Chapter 7: Desiderius Erasmus and Other Post-antique

Latin Writers . . . . . . . . . . . . . . . . . . . . . . . . . . 395

Reading 1: Erasmus o Arnold Bosius A DreamDeerred and a Fi o Depression . . . . . . . . . . . . . . . . 398

Reading 2: Erasmus on His Poem o Henry VII

A Royal Embarrassmen . . . . . . . . . . . . . . . . . . . 405Reading 3: Te Poe Andrelinus o Erasmus Muual

Admiraion and a Leter o Praise . . . . . . . . . . . . . . . 407


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Reading 4: Erasmus o Jodocus Jonas Te Foundingo a Special School . . . . . . . . . . . . . . . . . . . . . . . 416

Reading 5: Erasmus o Tomas Linacre, MD Sel-Praiseand Need o a Prescripion . . . . . . . . . . . . . . . . . . . 422

Reading 6: Erasmus o Tomas More A Porrai o aLielong Friendship . . . . . . . . . . . . . . . . . . . . . . 429

CumCircumsanial Clauses

Reading 7: Bishop John Fisher o Erasmus In Praise oYour ranslaion Despie Priners Errors . . . . . . . . . . . . 434

Subsanive Clauses o Resul

Reading 8: Perarch Ode o Vergil . . . . . . . . . . . . . . . . 441

Reading 9: John Parke An Ode In Praise o Horace . . . . . . . . 449

ERRATA FOR 2012 STUDENT EDITION PRINTING . . . . . 455


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xi

PREFACELatin for the New Millennium, Level 3 provides an exensive inroducion oLain lieraure and o Roman and laer European culure in which Lainserved as a spoken and a lierary language. Each chaper presens he Lainlanguage combined wih hisorical and culural inormaion.

METHODOLOGICAL APPROACH AND

CHAPTER READINGSTe principal readings in he rs six chapers consis o auhenic Lain passagesrom major auhors o he Republic and Augusan periodsCaesar, Caullus,Cicero, Vergil, Horace, and Ovid. Te sevenh chaper mosly conains leters

writen by Erasmus, he pre-eminen humanis o he 15h cenury.

Our mehodological approach ocuses on giving sudens as much help ashey need o read he rs selecion o unadaped Lain rom a classical auhor.

Te assisance provided includes pleniul vocabulary enries and noes. In ad-diion, in he rs reading o Chapers 16, words o be supplied because oellipsis have been added in parenheses; ons differen rom ha used or heex make i clear ha cerain words belong ogeher, such as noun-adjeciveagreemen or he relaionship beween anecedens and dependen clauses.Tese aids are inended o help sudens ranslae he passage and become ac-quained wih an auhors syle.

Afer he rs reading in each chaper, he Lain exs usually do no eaureany reading aids. Te excepion o his occurs in he Cicero chaper, in whichhe reading aids coninue pas he rs reading due o he diffi culy o heauhors periodic syle o wriing. Copious vocabulary enries and noes haconinue o accompany each reading offer suggesions or ranslaions, includegrammaical and synacical inormaion, conain hisorical and culural ma-erial, and presen ideas or inerpreing and analyzing he Lain.

Sudy ips provide inormaion ha sudens should learn. By he Ways in-

roduce gures o speech or small poins o grammar or synax or addiionalmaerial. A Reminder icon signals ha inormaion is being repeaed rom ear-lier in he ex or he bene o he sudens who have so much o remembera his poin in heir sudy o Lain. A ake-Noe icon signies ha addiionalinormaion o ineres is being provided.


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xii Latin for the New Millennium: Teachers Manual, Level 3

Te hisorical overview essays and he inroducions o each chaper pro-vide conex or he Lain readingsinormaion abou he auhor, his lier-ary achievemens, and he ime in which he lived. Sudens should also gainrom hese inroducions a good grasp o he hisorical evens ha osered

or enabled he creaion o he lieraure hey are reading. For each o he es-says, we provide a se o comprehension quesions in his manual and in heLNMeachers Lounge. Each Lain reading is also ollowed by a shor se ocomprehension quesions. eachers may wish o ask heir sudens o answerhese ses o quesions in wriing or orally in class, eiher in Lain or in English.Sudens are asked o cie he Lain as par o he answer o several o he com-prehension quesions or each Lain reading, which will help o prepare hemor wriing he essay quesions a he end o each selecion.

FIGURES OF SPEECH AND LITERARY

ANALYSISFigures o speech are inroduced in he suden ex in he By he Ways. Heresudens will nd a deniion o he gure, an example aken rom he passagehe sudens are reading, and an explanaion o how he gure augmens heinerpreaion o he Lain. Afer a gure o speech occurs he rs ime, anyuure reerences may occur in he noes or occasionally elsewhere. We inro-

duce gures o speech gradually in he course o he Lain readings so as no ooverwhelm sudens as hey learn he skills o lierary analysis.

In his eachers Manual, all new gures o speech are lised a he begin-ning o each reading. Figures o speech ha were learned previously, whehermenioned in a noe or no (hose no menioned eaure an aserisk o aler heeacher), are lised in a eaching ip ha ollows he ranslaion o he Lain.Te eacher may wish o ake advanage o his lis o review he gures by ask-ing sudens o describe how he gure enhances meaning.

AURAL/ORAL LATINVia eaching ips, we sugges ha sudens lisen o expers read Lain aloud,ofen in meer, and ha hey hemselves read Lain prose and poery aloud andin meer where appropriae. Te ex also emphasizes he inerplay beweensound and meaning.

Level 3 does no conain exercises ha ocus on oral Lain or Lain conver-

saion. I is no our inen o advise eachers o abandon whaever compeencyheir sudens have gained in using oral Lain inLNM1 and 2, bu he ocus ohis ex is differen.LNM3 is based on reading, undersanding, and analyz-ing auhenic lieraureespecially poery. Based on he oral compeency o


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Preface xiii

a given class, eachers may wish o discuss in Lain he conen or analysis oany Lain reading in LNM3. Furhermore, since many o he grammaical/synacical opics in Level 3 are a review o a opic already inroduced inLNM2, he oral Lain exercises in he LNM2 M may be used wih LNM3 also,

or he eacher may adap oral exercises romLNM2 orLNM3 as hey wish.

GRAMMAR, SYNTAX, AND EXERCISESUndersanding Lain grammar and synax is essenial o reading Lain wihaciliy. Shor answer quesions, labeled Exercise 1, ollowing each passage areinended o ocus on boh o hese elemens.

In he Language Facs secion o each chaper, examples o he synax, usu-ally aken rom curren readings, include he passage rom which hey are

drawn so ha sudens can go back and look a he conex. Exercises ha ol-low he Language Fac secions are inended o provide pracice masering hegrammar or synax inroduced in he Language Fac. Te senences in heseexercises are based on Lain passages in he ex ha sudens are currenlyreading or have read earlier. For some answers o he exercises, we provideaddiional inormaion in parenheses or eachers bene. Suden answers

would no be expeced o include his inormaion.

Some poins o grammar, oo small o appear in a Language Fac, will be

ound in a Sudy ip or a By he Way. For each Lain Reading in a chaper,his eachers Manual liss all he grammar and synax presened in Lan-guage Facs, Sudy ips, and By he Ways, wheher he grammar or syna x isnew or a review o wha sudens learned in LNM1 or 2. Review is included

because some eachers may no have augh rom LNM 1 or 2, or becausesudens may have orgoten par o wha hey learned earlier, or because su-dens now need o be aware o cerain aspecs o he synax ha had no beenpreviously presened. An example o he nal poin is he requen omission

o is, ille, and hicas anecedens o a relaive clause, somehing no commonlyaugh when hese demonsraives are inroduced a he beginning o a su-dens sudy o Lain.

Some Language Facs presened inLatin for the New Millennium, Level 3 area review o wha he sudens have already learned. Depending on he srenghsand weaknesses o he class, he eacher may choose which o he review Lan-guage Facs a given class should sudy. A weaker suden can always be reerredo any o hese Language Facs. I is recommended ha language acs ha he

class has no learned previously be covered horoughly since hese opics arenecessary or reading Lain lieraure.


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xiv Latin for the New Millennium: Teachers Manual, Level 3

SCANSIONIn he selecions rom Caullus, Vergil, Horace, and Ovid, Ovid, Perarch, andParke, sudens are asked o ideniy he meer and scan several lines o hepoery. Tis exercise enables sudens o maser Lain scansion and a he same

ime sensiizes hem o syllabic wordplay and he Lain poes manipulainghe meer or effec. For example, in Vergil sAeneid4.163164, wo largely dac-ylic lines complemen he sense o he Lain ha describes he mad dash orojans and yrians o nd sheler rom a sudden hundersorm and he rusho rivers ha occurs as a resul o he concomian rain showers.

ESSAYSTe essay quesions are inended o provide sudens wih pracice hinking

and wriing abou lierary opics. I is a good prewriing aciviy o have su-dens jo down ideas beore beginning heir essays. Te answers o he essayquesions in his eachers Manual may provide eachers wih ideas on whaopics hey migh wish o cover in discussing he lierary passages wih heirsudens. Mos o he answers o he essay quesions are inended o be com-prehensive; sudens will no cover he subjec as exensively in heir own es-says. eachers may o course subsiue heir own essay quesions or he onessuggesed in he ex.

OTHER CHAPTER ELEMENTS

MEMORBILE DICT

A he sar o each chaper in he suden ex can be ound a amous quoerom he chapers auhor, which is aply calledMemorbile Dict. We encour-age sudens o learn he Lain phrase and is signicance because i will in-crease heir undersanding o he houghs and ideas o he auhor hey are

sudying.

VOCABULARY BUILDERS

Sudens are no asked o maser specic new vocabulary inLNM3 as sudenswere asked o do in he Vocabulary o Learn and Vocabulary o Know secionso Levels 1 and 2. Insead, a Vocabulary Builder ollows many o he Lain pas-sages. Tis secion offers inormaion and exercises on ways ha sudens canincrease heir Lain vocabulary, such as by sudying Lain prexes, suffi xes,

and word amilies. For eachers convenience and use ad libitum, we provideword liss by auhor or he vocabulary in each chaper oLNM3. Tese can beaccessed in heLNMeachers Lounge.


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Preface xv

ENGLISH DERIVATIVES

Troughou he eachers Manual we provide maerials on derivaives haeachers may share wih heir sudens. We recognize he imporan conri-

buion ha he sudy o Lain can make o a sudens building an enhanced

English vocabulary.

VISUAL LEARNINGTe picures on he opening page o each chaper are inended o simulae a dis-cussion ha provides an inroducion o wha he sudens will be reading. Tepicures in each chaper along wih heir capions make connecions beweenhe Lain readings and maerial culure. Tey also provide a poin o deparureor discussion on opics relaed o he reading selecion. Te ve maps and he

plan o he Roman Forum enable sudens o connec place-names menionedin he background essays or he Lain readings hemselves wih heir geograph-ical locaions. Tese help sudens build geographical lieracy.

FEATURES FOR TEACHERS

TEACHING TIP

An icon alers eachers o eaching ips ha conain a variey o suggesions

or classroom aciviies and eaching sraegies.

TEACHER BY THE WAY

An icon marks each o hese enries ha provided addiional noes abou hegrammar, synax, and dicion o he Lain readings. Te eacher by he Waysalso presen background inormaion on a variey o opics relaed o he con-en oLNM3.

H.D. and L.A.O.2012

Visi www.lnm.bolchazy.com o see he Links Latinae elecronic resourcesha enhance heLNM3 suden ex and eachers manual bibliographies. TeLNMeachers Lounge provides a range o eaching maerials including maps,derivaive liss or sudens, various supplemenary handous menioned in he

eachers Manual as well as a es bank or he Lain readings and or he Eng-lish derivaives. Te eachers Lounge invies eachers using LNM o shareideas and maerials wih heir colleagues across he world.


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Chapter 1 5

CHAPTER 1: GAIUS JULIUS CAESAR

TEACHING TIP

Te iniial page o each chaper eaures a work o ar choseno simulae discussion. eachers migh consider using his im-age as a prelecion aciviy o generae ideas abou he auhorabou o be sudied. For insance, he Manegna paining o heriumph o Caesar highlighs he uba players and sandard-

bearers. eachers migh ask sudens wha hey predic abouhe subjec mater o he Caesar readings. Sudens migh alsoconsider Caesars repuaion hrough he ages as his painingis rom he feenh cenuryhe Renaissance.

eachers migh also ask sudens wha ideas he MemorbileDicgeneraes abou he auhor and readings. Tis is a prelec-ion aciviy or each o he exs seven chapers.

TEACHER BY THE WAY

Andrea Manegna was one o he mos imporan early Renais-sance masers in Ialy. In 1459 he was appoined cour painer oLudovico Gonzaga, he duke o Manua. His maserpiece in Man-ua is he Room o he Marriages where Manegnas rescoes cel-ebrae he Gonzaga amily.

Francesco Gonzaga II, a successul miliary leader, commis-sioned a se o nine canvases o he riumph of Caesar. As was hecusom o he Renaissance, Manegna researched his subjec ma-er and depiced wha some scholars ideniy as he rs ruly his-orical cycle o painings.

While Gonzaga idenies wih Caesar, he Renaissance polii-cal philosopher Machiavelli and he humanis hisorian LeonardoBruni respecively held a skepical and negaive view o Caesar.Charles I o England purchased Manegnas series and displayedhem a Hampon Cour.


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6 Latin for the New Millennium: Teachers Manual, Level 3

INTRODUCTION TO CAESAR ESSAY PP. 28

COMPREHENSION QUESTIONS AND ANSWERS

Tese comprehension quesions can be ound in a documen wihou answers

in he eachers Lounge on he LNM websie a www.lnm.bolchazy.com.eachers can make copies o he documen or heir sudens, projec he doc-umen elecronically in class, or email he documen o heir sudens.

1. During Caesars ormaive years, who were he wo mos imporan polii-cal gures o he ime?

Marius and Sulla.

o which o hese wo individuals was Caesar relaed?

He had amily ies o Marius because Marius married Caesars aunJulia.

2. Wha happened o individuals who were proscribed?

Tey were huned down and killed and heir propery was consca-ed. (Caesar barely escaped proscripion.)

3. Wha were he nancial consequences o Caesars elecion o he aedile-ship, o he religious pos opontifex maximus, and o he praeorship?

Te consequences were ha Caesar ended up deeply in deb. Crassushad o guaranee ha Caesar would pay hese debs beore he was al-lowed o depar or Spain or his governorship here.

4. How did Caesar srenghen his ies wih Pompey wihin he rs rium-virae?

Caesar srenghened his ies wih Pompey by making him his son-in-law.

5. Wha erriory was Caesar assigned or his proconsulship? Wha did

Caesar accomplish during his proconsulship? Caesar was assigned Illyricum and Cisalpine and ransalpine Gaul,

iniially or a period o ve years, and laer, afer renewing his privaealliance wih Pompey and Crassus in 56 , his command was ex-ended or anoher ve-year period. During hese en years Caesarconquered all o Gaul.

6. Wha evens led o he Civil War in 49 ?

Afer he deahs o Julia and Crassus, which resuled in he end o heFirs riumvirae,Pompey was won over o he side o he Opimaes.Earlier, Pompey had promised Caesar ha he could reain his procon-sular imperiumwhen he reurned o Rome o celebrae a riumph and


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Chapter 1 7

ha he could run or a second consulship in abseni. Once he rium-virae ended, Pompey no longer el compelled o abide by his prom-ises o Caesar. Consequenly, he Senae ordered Caesar o lay downhis command when he reurned o Rome, while allowing Pompey o

reain his. Caesar reused, and he Senae declared him a public en-emy. Caesar hen marched his army ino Roman erriory, a decisionwhich marked he beginning o civil war.

7. Wha did Caesar repuedly say when he and his army crossed he Rubiconino Roman erriory?

lea iaca es (Te die has been cas.) Te expression indicaed heuncerainy o he underaking, which almos cerainly would in-volve civil war.

TEACHING TIP

Sudens who sudied romLNM 1 may recall he phraselea iac-ta estas hey encounered i as he Memorbile Dict or Chaper6, p. 81.

8. When Caesar won he batle o Zela, wha amously shor repor did hesend back o Rome?

Vn, vd, vc.

9. Wha misake did Caesar make, afer he won he Civil War, which led ohis assassinaion?

Caesar made he misake o orgiving his enemies. Caesar houghha as a resul o his clmenia, his ormer enemies would be loyal ohim; insead, hey resened him and paricularly so when he esab-lished himsel dicaor or lie.

10. Lis wo o Caesars lasing achievemens.

Te reormed calendar and he subjugaion o Gaul.

11. Wha were Caesars commenaries based on?

Repors o he Senae by Roman governors and generals in whichCaesar describes his and his armys experiences.

12. Describe one disincive eaure o Caesars syle ha reecs he lieraryradiion in which he was wriing.

Using repors o he Senae by Roman governors and generals as amodel, he wries in he hird person singular because he is sharingrepors o evens in Gaul wih boh he Senae and Roman people.


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MAP WORK P. 17

Quesions abou he map on p. 17 can be ound in a documen wihou an-swers in he eachers Lounge on he LNM websie a www.lnm.bolchazy.com. eachers can make copies o he documen or heir sudens, projec he

documen elecronically in class, or email he documen o heir sudens. An-swers will be provided in a separae documen or he eachers convenience.

TEACHING TIP

eachers may wish o assign sudens o read Te Door in the Wall,a novel o hisorical cion based on he lie o Julius Caesar. BeniaKane Jaros novel is engagingly writen and based on careul re-search. I is available rom Bolchazy-Carducci Publishers. Tis nov-

el may be read by he enire class as hey read he selecions romCaesar in his book or may be an exra credi assignmen or one ormore sudens who hen repor on he book o he whole class.

eachers may also wish o encourage sudens o read RubiconandTe Judgement of Caesar,boh hisorical novels by Seven Say-lor. Te plo acion in Rubiconoccurs as Caesar marches on Romeand during he early days o he Roman Civil War. Te Judgement ofCaesarbegins as he Civil War beween Caesar and Pompey comes

o a conclusion. Te affair beween Caesar and Cleopara is par ohe plo o his novel.

Anoher hisorical novel or sudens o be encouraged o read isSPQR XIII: Te Year of Confusionby John Maddox Robers. JuliusCaesar as dicaor o Rome decides o revise he Roman calendar.Shorly afer his projec is begun, murders begin o occur.

TEACHER BY THE WAY

Using hisorical novels in he classroom promoes suden enhu-siasm since hisorical novels are usually pleasan o read. eachersmus be aware, however, ha hisorical cion is no he same ashisory. eachers should encourage heir sudens o deermine

where a hisorical novel diverges rom he hisorical acs. Oherhisorical novels will be suggesed or use hroughou his eachermanual and his cavea applies o all.


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Chapter 1 9

READING 1 P. 18GAUL AND ITS INHABITANTS

CAESARD BELL GALLIC 1.1

Review Grammar in Language Facs: Demonsraive Adjecives and Pro-nouns (pp. 197, 228, 343, 357358,LNM1); Relaive Pronouns(pp. 240242,LNM1)

New Grammar in a Sudy ip, By he Way, or Noes:Ablaive o Respec;Daive wih Cerain Adjecives (near, dear, kind, ec.); Predicae Nomi-naives wih Cerain Inransiive Verbs (appear, name, call) in he Pas-sive Voice; Rivers are Masculine in Gender; cumas a preposiion vs. cumas a conjuncion

Review Grammar in a Sudy ip, By he Way, or Noes:Acive ranslaiono Deponen Verb enses (p. 171,LNM2); Preposiion cumAtached oPronouns such as m, t, ec. (p. 233,LNM 2)

Figures o Speech Inroduced in Tis Secion:Asyndeon, Ellipsis

Sandards: 1.1, 1.2, 2.1, 2.2, 3.2, 4.1, 4.2

TEACHING TIP

LNM 3 Enrichmen ReaderTe Caesar passages in he LNM 3 Enrichmen Reader presenCaesar as social commenaor wih selecions abou he DruidsD bell Gallic 6.13 and 6.1416. In addiion, heLNM3 Enrich-men Reader includes Caesars D bell cvl3.103104, a passage

which describes he deah o his rival Pompey.

HOW TO USE THIS BOOK

Sudy ips and By he Ways in LNM 3 presen Lain synonyms, Lain wordsha are ofen conused, and ranslaing ips. Te eacher may wish o insrucsudens o keep a lis o hese in a noebook or in a compuer le or reerence.

For mos sudens, gures o speech will be new a level 3 in heir sudy oLain. Sudens should learn he deniion o each gure o speech when ioccurs in a By he Way. Tey should also be encouraged o recognize gureso speech in a passage o Lain and, mos imporanly, eachers should impressupon sudens he need o analyze how a gure o speech enhances he Lain.

Afer a gure o speech is inroduced and explained in a By he Way, laer useso he gure o speech are usually menioned very briey (and or each in-sance he suden should explain how he gure o speech enhances he given


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Lain). Sudens who need a reresher on a paricular gure o speech a hispoin should consul Appendix C, which gives deniions and examples orgures o speech presened in his exbook.

ORAL ACTIVITY

Insruc sudens o ask heir grandparens (or oher older aduls) i hey remem-ber sudying Caesar in school and i hey were required o memorize he openinglines oD bell Gallic1.1. Compare sudens ndings in class and hen insrucsudens o memorize and recie aloud o he class or o he eacher alone lines13 or lines 15. eachers may choose o bill his as a rero aciviy or a chanceor sudens o see wha a Lain class was like in heir grandparens day.

ORAL ACTIVITY

In Schola Cantans, available rom Bolchazy-Carducci Publishers, CaesarsD bell Gallic1.13 is se o music by he Czech composer Jan Novak. Temarching rhyhm o Novaks arrangemen suis hese passages and will sensi-ize sudens o he pronunciaion and sound o Caesars prose. Sudens mayalso sing along wih his music.

TRANSLATION P. 18

(NB: Only he rs page o he Lain passage ranslaion will be lised.)

Te translations in the eachers Manual are intended to be rather literal. Wordsthat need to be supplied in the English translation, such as part in line 1 below,will be placed in brackets. Parentheses will be used to indicate very literal transla-tions, such as among themselves, in lines 34 below, or to clarify the Latin, as (i.e.,German), in line 13 below.

Gaul as a whole is divided ino hree pars, one [par] o which he Belgiansinhabi, anoher [par] he Aquianians, [and hose] who are called Cels byheir own language, Gaul by our language [inhabi] a hird [par]. All hese[peoples] differ rom one anoher (among hemselves) in language, cusoms,[and] laws. Te Garonne river [divides] he Gauls rom he Aquianians, heMarne and he Seine rivers divide [he Gauls] rom he Belgians. Te braves oall o hese [peoples] are he Belgians because hey are arhes away rom heculure and civilizaion (humaniy) o he Province, and merchans come andgo leas ofen o hese [people] and hey bring in hose [iems] which perain o

weakening courage. Tey (he Belgians) are neares o he Germans, who live

across he Rhine, wih whom hey coninuously wage war. For his reason heHelveians also surpass he res o he Gauls in courage because hey gh in


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Chapter 1 11

almos daily batles wih he Germans, when eiher hey keep hem rom heirown boundaries or hey hemselves wage war in heir (i.e., German) boundar-ies. One par o heir erriory (o hem), which i has been said ha he Gaulshold, akes is beginning rom he Rhone river, is bounded by he Garonne

river, he Ocean, [and] he erriory o he Belgians, ouches also he Rhineriver on he side o he Sequanians and Helveians, [and] slopes oward henorh. Te Belgians originae rom he arhes erriory o Gaul, exend o helower par o he Rhine river, [and] ace he norh and eas. Aquiania exendsrom he Garonne river o he Pyrenees mounains and ha par o he Ocean

which is near Spain, [and] i aces beween he wes and norh.

TEACHING TIP

pp. 18, 20, 22Te eacher may wish o insruc sudens o draw he hree parso Gaul, along wih he river, he Ocean, and mounain boundariesas described by Caesar in he ex above. Te eacher may chooseo have he sudens draw wha hey undersand rom Caesars

words beore hey have looked a a map. Ten sudens can checkheir comprehension o wha Caesar wroe by comparing wha wasdrawn o wha is on he mapon p. 17. Alernaively, he eacher may

choose o have sudens compare he map on p. 17 o a modern mapand noe he Lain-based names sill in use.

TEACHER BY THE WAY

p. 18, 20, 22

In he noe on line 1, reerence is made o Gallia Cisalpna,Gaul on his side(cis) o he Alps, and oGallia rnsalpna,Gaul across he Alps.Te eacher may wish o call he su-

dens atenion o he use o hese same prexes in he wordcislunar and he phrase ranslunar space.

In he sudy ip on lines 23, i is noed ha lingu, institts,lgibusare ablaives o respec. Some books use he erm abla-ive o specicaion insead, bu in his book he erm ablaiveo respec will be used.

In line 6, cult atque hmnitteis an ablaive o separaion.

In line 9, virtteis an ablaive o respec.


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COMPREHENSION QUESTIONS P. 23

1. Name in boh Lain and English he hree pars o Gaul ha Caesar ou-lines.

Belgica, Belgium;Aqunia, Aquiania; Gallia, Gaul

2. Which o hese hree pars is he braves and why, according o Caesar?

Te Belgians are he braves, because hey are mos disan rom heculure and humaniy o he Province and because merchans bringo hem leas ofen hings which would weaken heir bravery.

3. Why are he Helveians more courageous han he Gauls?

Tey gh almos daily wih he Germans.

EXERCISE 1 PP. 2324

1. In line 1, wha Lain word is he aneceden o qurum?

pars

2. In lines 12, wha hree Lain words modiy he undersood nounpartem?

nam, aliam, eriam

3. In line 2, wha is he case and use o ipsrum?

geniive o possession4. Wha is he case and use o linguin line 2?

ablaive o means

5. In line 3, wha is he ense, voice, and mood o appellantur?

presen passive indicaive

6. In line 4, o wha does s reer?

he Belgians, Aquianians, and he Gauls7. Wha is he case and use oAqutns inline 4?

ablaive o separaion

8. In lines 45, wha are he Lain subjecs o dvidit?

Garumna, Marona, Squana

9. Wha is he case and degree ofortissim in line 5?

nominaive, superlaive10. Wha is he case and use o cultin line 6?

ablaive o separaion


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Chapter 1 13

11. Wha is he subjec o commeantin line 7?

mercrs

12. Wha is he aneceden o qu in line 8?

Germns13. Wha is he case and use o virttein line 9?

ablaive o respec

14. In line 10, wha is he subjec opraecdunt?

Helvi

15. In line 10, wha is he case and use oproelis?

ablaive omeans

16. In line 11, o whom does esreer?

he Germans

17. Wha is he aneceden o quamin line 11?

pars

18. In line 12, wha is he ense, voice, and mood o dictum est?

perec passive indicaive

19. In lines 1214,pars is he subjec o wha our verbs?

capi, coninur, atingi, vergi

VOCABULARY BUILDER P. 24

I is easier o read passages o D bell Gallic i you know he geographicalerms or he peoples and places Caesar is discussing. Here are erms ha willhelp you read; can you nd each o hese on he map on p. 17?

Using a Lain dicionary o help you, wha are he Lain adjecives ha cor-respond o he peoples lised above. Be careul since here are a ew diffi culones in he lis o people.

Example: Gall, -rum, m. pl. he Gauls Gallus, -a, -um Gallic

Belgae, -rum, m. pl. he BelgiansBelgicus, -a, -um Belgian

Aqun, -rum, m. pl. he Aquianians

Aqunius, -a, -um AquianianGermn, -rum, m. pl. he GermansGermnus, -a, -um German


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Helvi, -rum, m. pl. he HelveiansHelvius, -a, -um Helveian

Squan, -rum, m. pl. he SequaniansSquanus, -a, -um, Sequanian

Hispn, -rum, m. pl. he SpaniardsHispnus, -a, -um Spanish

Celae, -rum, m. pl. he CelsCelicus, -a, -um Celic

Aedu, -rum, m. pl. he AeduansNo Lain adjecive corresponds o his people

EXERCISE 2 P. 26Ideniy he demonsraive pronoun/adjecive in each senence, indicaewheher i is being used as a pronoun or an adjecive, and ranslae he eniresenence.

1. Hrum omnium orissim sun Belgae.

hrum, pronoun

O all hese [men], he Belgians are he braves. OrTe Belgians are

he braves o all hese [men].2. Ill Belgae ab exrms Galliae nibus oriunur.

ill,adjecive

Tose Belgians arise rom he arhes erriory o Gaul.

3. Erum na pars, quam Gall obinen, iniium capi mine Rhodan.

erum, pronoun

One par o hem (i.e, heir erriory), which he Gauls hold, akes[is] beginning rom he Rhone river.

4. Sus nibus hunc prohiben.

hunc, pronoun

Tey keep him rom heir erriory.

5. Aqunia ab e mine ad Prnaes mons perinen.

e, adjecive

Aquiania sreches rom ha river o he Pyrenees mounains.


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Chapter 1 15

6. Hanc parem incolun Belgae, illam Aqun, e eam Gall.

hanc, illam, eam; adjecives

Te Belgians inhabi his par, he Aquianians ha [par], and ha/his [par] he Gauls.

7. In erum nibus bellum gerun.

erum, pronoun

Tey wage war in heir erriory.

8. Fer cdins proelis cum ills conendun.

ills, pronoun

Tey gh wih hem in almos daily batles.

9. Haec pars iniium capi Rhodan mine.

haec, adjecive

Tis par akes is beginning rom he Rhone river.

10. Ill Germn quibuscum coninener Belgae bellum gerun incolun rnsRhnum.

ill,adjecive

Tose Germans wih whom he Belgians coninuously wage war liveacross he Rhine.

EXERCISE 3 P. 27

ranslae.

1. Gallia es omnis dvsa in pars rs, qurum nam parem incolun Belgae.

Gaul as a whole is divided ino hree pars, o which he Belgians

inhabi one par.2. na pars, quae iniium capi Rhodan, coninur Garumn mine.

One par, which akes is beginning rom he Rhone, is bounded byhe Garonne River.

3. Qu cul aque humnie prvinciae longissim absun orissim sun.

Tose who are arhes away rom he culure and he civilizaion ohe Province are mos brave.

4. Marona, Squana, Garumna quae sun ria mina in Galli sun longissim. Te Marne, Seine, [and] Garonne, which are hree rivers in Gaul, are

very long.


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5. Qu lingu, nsis, lgibus iner s differun.

Tey differ rom one anoher in language, cusoms, [and] laws.

6. Belgae qurum mlis sun orissim muls proelis cum Germnsconendun.

Te Belgians, whose soldiers are very brave, gh wih he Germansin many batles.

7. Mlis es gris agun ab quibus cibus ad casra imporur.

Te soldiers give hanks o hose by whom ood is carried o camp.

8. Belgae ab exrms nibus qu sun in Galli oriunur.

Te Belgians arise rom he arhes erriory ha is in Gaul.

TEACHING TIP

p. 29

Essay quesions are included in his book so ha eachers may imple-men some pre-AP essay wriing or across-he-curriculum analysisand wriing pracice i hey so choose. Te rs essay quesion hasudens will see is he quesion abou Caesar,D bell Gallic, 1.1. Isudens have had litle or no exposure o essay wriing, he eacher

will wan o give sudens some guidance abou wriing essays such as sudens mus cie Lain rom he passage o suppor heir

poins or, in he case o a longer ciaion, may give he line num-bers insead. Te Lain ciaion should be writen immediaelyafer he poin i suppors.

sudens mus ranslae ino English he Lain hey cie. rans-laions should be inside quoaion marks and should be lieral.

eachers may wish o share wih he sudens he AP essay-grading rubric, which can be ound a he AP websie.

sudens should be reminded o implemen wha hey havelearned in heir English classes abou including opic senencesor paragraphs, wriing an inroducion and a conclusion o heessay, and using correc English grammar, puncuaion, andspelling. Sudens may need o be reminded ha in a handwri-en essay, he ile o a book is underlined, bu in a word-pro-

cessed essay he ile should be placed in ialics.


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Chapter 1 17

TEACHER BY THE WAY

p. 29

Tis rs essay quesion requess more inormaion han is sup-plied in he Lain passage and only a small amoun o inormaionha is analyical in naure. As sudens become more amiliar wihessay wriing, more analysis will be required in subsequen essayquesions.

ESSAY P. 29

In lines 49 Caesar discusses he acors ha he believes conribue o hebravery, rs o he Belgians and hen o he Helveians. In a shor essay iden-iy hese acors. Poin ou and explain he signicance o he acor ha hemenions in he case o he Belgians bu no o he Helveians.

Wha does his omission indicae?

Suppor your asserions wih reerences o he Lain ex hroughou hepassage above.

All Lain words mus be copied or heir line numbers provided, AND heymus be ranslaed or paraphrased closely enough ha i is clear ha you un-dersand he Lain. Direc your answer o he quesion; do no merely summa-

rize he passage. Please wrie your essay on a separae piece o paper.

TEACHING TIP

p. 29

Te eacher should insruc he sudens o use eiher he line num-bers rom he rs passage o D bell Gallicon pp. 18, 20, 22 orrom he Redux passage on p. 28. I will help he eacher when read-

ing/grading he essay i all sudens use he same passage and here-ore he same line numbers. In he sample essay answer below, heline numbers rom pp. 18, 20, 22 are used.

TEACHER BY THE WAY

p. 29

In heir essays sudens should disinguish beween cultus, exer-nal luxuries, and hmnits, moral and inellecual renemen,

and discuss how hese qualiies can make men less brave. Sudensshould include in heir discussion he effec ha living close o heGermans and o he Romans has upon he inhabians o Gaul.


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In wriing abou he peoples who inhabi Gaul, Caesar singles ou heBelgians as being he braves (hrum omnium forissim sun Belgae, line5). He gives hree reasons or his. Firs, he Belgians are he arhes dis-ance rom he exernal luxuries and moral and inellecual renemen

o he Province ( cul aque hmnie provinciae longissim absun,line 6). I is ineresing ha Caesar, a well-educaed Roman, views inel-lecual renemen as deracing rom valor. Second, merchans ravelleas ofen o his people and, as a resul, ew luxuries are impored haweaken he courage o he Belgians (minimque ad es mercrs saepecommean aque ea quae ad effminands anims perinen imporan, lines68). Te poenially negaive effec ha he merchans and heir waresmigh have on he Belgians is reinorced by he preposiional phrase adeffminands anims in line 7echoing ad es in line 6. Tird, he Belgiansare he braves owing o heir close proximiy o he Germans, wih whomhey are coninuously engaged in warare (proximque sun Germns, qurns Rhnum incolun, quibuscum coninener bellum gerun, lines 89).Caesar hen adds ha he Helveians, oo, surpass he res o he peopleso Gaul in courage because hey are in almos daily batles wih he Ger-mans (Qu d caus Helvi quoque reliqus Galls vire praecdun,quod fer cdins proelis cum Germns conendun, lines 910) WhaCaesar leaves unsaid is ha he Helveians, who also live in close proxim-

iy o he Romans, do no seem o be adversely affeced by he Provincewih is exernal luxuries and moral and inellecual renemen. Caesarcredis he erociy o he Helveians oally o heir daily miliary batles(skirmishes) wih he Germans.

ENGLISH DERIVATIVES

Suden Lis:

appell appeal, appellae, appellaion

hmnits humaniy, humanis, humaniarian

merctor merchan, merchandise, commercial, marke, mercanile

effmin effeminae

cotdinus quoidian

verg converge, diverge, divergen


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Chapter 1 19

TEACHER LECTURE NOTES

appell Te Lain verb means call by name bu also speak o, beseech, andi is his later meaning which leads o appeal (an earnes reques).

An appellae cour is called upon o review cases decided in a lower cour.

Te appellaion o chairman was given o him grauiously while he realpower lay in he hands o he CEO.

hmnits Tis word is derived rom hom(mankind) and hereore reerso humans. Is derivaives have he same meaning and usually reer o humanequaliies such as benevolence as well as he sudies o classical languages andlieraure, he ars, philosophy, ec., as opposed o he sciences.

A humanis sudies human naure and affairs and has a srong ineres in

he well-being o people. Tis erm was also applied o scholars o he Re-naissance who concenraed on he culures o ancien Greece and Rome.

A humaniarian is concerned wih improving he lo o he human race;or example, Andrew Carnegie was a philanhropis (lover o man) whoounded he public library sysem.

merctor (rom merx= goods, wares, wages)

merctoris someone (-tor) who deals in merchandise.

Te word marke owes is spelling changes o he Vulgar Lain marcitus(rom merctor) hrough Middle English and reers o a place where goodsare sold.

A relaed derivaive, commerce (and commercial) is derived rom heLain cum= ogeher, and merx= goods, and reers o an inerchange o

buying and selling.

Te Unied Saes is a mercanile naion, or i is in he business o buying

and selling goods.effmin Te word effeminae daes back o he 15h cenury and is derivedrom ex= ou o, and fmina= woman. Te lieral meaning ou o womancame o mean make a woman o, he Lain meaning o he verb. Te ermeffeminae is always pejoraive in English.

cotdinus Tis word is derived rom quot (how many, every) and dis(day). Te English quoidian reecs he roo spelling as well as he mean-ing, e.g., TeNew York imesis a quoidian newspaper.

verg Te derivaive diverge (rom dis= apar and verg= o urn) appears inhe rs line o Rober Fross memorable poem, Te Road No aken: woroads diverged in a yellow wood . . . .


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Divergen opinions can resul in ineresing and ruiul discussions, orhey can lead o rousing argumens.

Te anonym o diverge is, o course, converge.

READING 2 P. 30THE CONSPIRACY OF ORGETORIX

CAESAR D BELL GALLIC 1.2

Review Grammar in in Language Facs: Adjecives wih he Geniive Sin-gular in iusand he Daive Singular in i(p. 248 251,LNM2); Presen

Acive, Perec Passive, and Fuure Acive Pariciples (pp. 334 336, 367,LNM1; pp. 242243,LNM2 ) Gerunds and Gerundives (pp. 338344,

LNM2)New Grammar in a Sudy ip, By he Way, or Noes:Singular mlleCom-

pared o Plural mlia+ Pariive Geniive; Daive afer Verbs o Pleasing,rusing, Believing, Persuading, Resising, Commanding, Obeying,Serving, and Sparing; Ablaive o Cause

Figures o Speech Inroduced in Tis Secion: Hendiadys

Sandards: 1.1, 1.2, 2.1, 2.2, 3.2, 4.1, 4.2

ORAL ACTIVITY

In Schola Cantans, CaesarsD bell Gallic1.13 is se o music by he Czechcomposer Jan Novak. Te marching rhyhm o Novaks arrangemen suishese passages and will sensiize sudens o he pronunciaion and sound oCaesars prose. Sudens may also sing along wih his music.

TEACHING TIP

Use he map on p. 17 o help sudens undersand he geographyha Caesar is discussing in his secion. A projec or sudens o doin conjuncion wih Caesar 1.1 and 1.2 is o creae, build, or draw amap. Sudens can also be insruced o nd picures o he rivers,mounains, and lakes menioned here and in 1.1 on he Inerne.eachers may also wan sudens o use Google Earh o look ahese places.

latin for the new millennium. teacher's manual, ch. 1 [level 3] (bolchazy-carducci publishers) -...

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