STANDARD COURSE OF STUDY
STANDARD COURSE OF STUDYPROGRAM DESCRIPTION
Introduction
The North Carolina 7-12 program in Latin studies is designed to afford students the opportunity to; understand written Latin, gain knowledge and understanding of Greco-Roman culture; relate Latin and the Greco-Roman world to their own language and culture as well as to other disciplines. The program also allows for an articulated sequence of study beginning at the middle or high school grades.
North Carolina Curriculum Goals for Latin
The North Carolina Latin Standard Course of Study for grades 7-12 is based on the Standards for Classical Language Learning. The goals are:
- Goal 1. Communication
- Goal 2. Cultures
- Goal 3. Comparisons
- Goal 4. Connections
- Goal 5. Communities
Communication
Competency Goal 1: Communication - The student will read, understand and interpret Latin developing, oral, auditory and writing skills as part of the language learning process.
Goal 1 defines "communication" as is applies to the learning of a classical language. The written message of the ancient world, from epic poetry to Pompeiian graffiti, are the major source of knowledge and our major line of communication to the Greeks and Romans. Reading then, is the first standard and the key to communicating with the ancient world. But the Forum and the Agora were alive with the sounds of commerce, the speeches, of politicians, the noise of gossip. The recitation of poetry published the sounds of an active literature. To hear these sounds, to imitate those cadences in the classroom, to practice writing words and ideas in the ancient language enhances the ability to read. The second standard of the communication emphasizes the importance of oral skills, and writing as tools to improve reading. (SCLL, p.7)
Culture Competency
Goal 2: Culture - The student will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of the Greco-Roman culture.
Formulating and understanding of the perspectives of the Greeks or Romans through their practices and through their products is key to an understanding of their culture. The focus in Goal 2 is on the ability of students to hear (i.e., read) and see (in physical remains) the message of the Greeks or Romans. Their daily life, education, politics, history, philosophy, and religious practices tell students about their perspectives, revealed both in their literary products and in remaining artifacts. Literature, as well as non-literary writing, is key to an understanding of culture; it is a product of the culture and a primary source for understanding ancient practices. (SCLL p.9)
In this document, culture is perceived as being composed of the perspectives (the way people perceive things: their beliefs, attitudes, values, ideas), the practices (what people do: their patterns of social interactions), and the products (what people create: their books, tools, laws, foods, etc.), both tangible and intangible, of a society. These three components are closely interrelated. Just as the perspectives of a society influence the social practices and the products created by that society, often the practices and products are interrelated and influence one another.
Figure 7. Relationship among perspectives, practices, and products
Connections
Competency Goal 3: Connections - The student will relate Latin and the Greco-Roman world to other disciplines.
Goal 3 focuses on connecting the knowledge and understanding gained under
Goal 1 (Communication) and Goal 2 (Culture) to the core subject areas: English,
mathematics, science, social studies and foreign languages. It also provides
opportunities for interdisciplinary experiences
in all areas of the curriculum.
In addition, students use their knowledge of Greek or Latin to acquire new information
as they read authentic works which may also relate to other subject areas. (SCLL,
p. 11)
Comparisons
Competency Goal 4: Comparisons - The student will develop insight into their own language and culture through the study of Latin and the Greco-Roman world.
Goal 4 focuses on the comparisons that students make between the ancient
and modern worlds. Through their study of the Latin or Greek language, students
develop a greater understanding of the structure and vocabulary of English.
By examining and analyzing the public and private lives of the ancient Greeks
and Romans, students acquire a perspective from which to examine and analyze
their own culture more objectively. (SCLL, p.13)
Communities
Competency Goal 5: Communities - The student will use and apply their knowledge of Latin and of Greco-Roman culture in a diverse world.
This goal focuses on the application of the knowledge of Latin to wider
linguistic and cultural communities extending from school to later life. Knowledge
of Latin enables students to develop a full understanding and appreciation of
classical influence in today’s world as they encounter new
language learning
situations and other cultures. (SCLL, p. 15)
STRANDS
Over the years, the study of a foreign language has expanded to include much broader content. Today's successful language learners must have the opportunity to "explore, develop, and use communicative strategies, learning strategies, critical thinking skills, and skills in technology, as well as the appropriate elements of the language system and culture" (Standards for Foreign Language Learning, p. 32).
These elements, which cross over the different goals and objectives, form the strands in the Latin Standard Course of Study.
Communication Strategies
Communication strategies that enable the reader to understand and interpret
the classical language are key to the study of a classical language. The learner
also uses writing skills, usually in English to communicate that understanding
to their audience.
Cultural Content
In our ethnically diverse classrooms today, it is especially important that
students learn the history, traditions, mores, and values of the civilization
in which they live, and that they also be encouraged to make meaningful comparisons
with others. Classical civilization offers students 2,500 years of human experience
in the sciences, arts, literature, philosophy, religion, politics, government
and ways of living.
Learning Strategies
Research shows that good learners adopt a variety
of strategies. These include monitoring their own and others' performances,
using mnemonic techniques, organizing information, incorporating graphic organizers,
applying the reading and writing processes, and many more. Students can be taught
to resort to these strategies to become better language learners and to take
more responsibilities for their own learning.
Content from Other Subjects
Students should be given the opportunity
to apply their knowledge to challenging and engaging topics, which involve the
students in reading, writing, discussing, and supporting opinions. Many of these
topics can be found in the school curriculum and may incorporate concepts from
disciplines such as English language arts, the sciences, social studies, math,
and the arts.
Critical Thinking Skills
Throughout their language learning experience,
students encounter a variety of thinking skills ranging from basic (memorization
and recall) to more complex (summarizing, problem solving, organizing, inferring,
analyzing, and synthesizing). An effective classical language classroom can
be designed to promote the development of critical thinking skills by involving
students in activities requiring these skills.
It is important to remember that the level of thinking skills is not tied to the amount of language the students know but rather to their cognitive development.
Technology
Students can access and use a wide range of media and technology
ranging from the Internet and CD-ROM technology to multi-media applications.
Technology is an ideal tool to expose students to a variety of authentic materials
reflecting viewpoints, and cultures.
KINDS OF PROGRAMS
The study of Latin usually takes place in grades 9-12 and the number of students enrolling in Latin continues to increase. Interest in offering Latin in the middle grades also continues to increase and this precipitated the need for a curriculum at that level.
The study of Latin at the elementary level offers many of the same benefits as a modern foreign language FLES program. Since North Carolina has a limited offering of elementary Latin, there is no curriculum specific to K-5.
| HIGH SCHOOL PROGRAMS | |
|---|---|
| Traditional Programs | These programs form the majority of programs at the high school
level. They start at level I and continue to a possible level VIII
in high schools following a block schedule. High school programs are
geared toward reading, understanding and interpreting Latin and gaining
knowledge of the Greco-Roman culture. Because the course length has been shortened by 30 hours in a block schedule, careful examination of what students can realistically learn at each level of instruction must take place. Locally-developed pacing guides are helpful to address this concern. |
| Advanced Placement Program (AP) | The AP program is an opportunity for students to pursue college level studies while in secondary schools. The AP program offers AP Vergil and AP Latin Literature for students who have gone beyond high school level III or IV. These courses emphasize the analysis and interpretation of authentic Latin texts. The content of the courses is geared toward helping students prepare for the AP examination. |
| International Baccalaureate | The International Baccalaureate (IB) Program is a rigorous twoyear curriculum leading to examinations. The general objectives of the program are to provide students with a balanced education; to facilitate geographic and cultural mobility; and to promote international understanding through a shared academic experience. |
| MIDDLE SCHOOL PROGRAMS | ||
|---|---|---|
| Exploratory Programs | Exploratory programs can vary in length from a few weeks to one semester. These programs are usually short term. | These programs are mostly found at the middle school level. Exploratory programs are non-sequential. They introduce students to Latin language and Greco-Roman culture and explore the student’s interest in further study of Latin. |
| Beginning Sequential Programs | Beginning sequential programs vary in their scheduling, some meet daily for the entire semester or year, others meet on alternate days throughout the year. | Some students begin the study of Latin at the middle school level. The student is introduced to the study of the Latin language and Greco-Roman culture. Emphasis is placed on developing reading skills for comprehension of short, adapted Latin text. |
| Continuing Sequential Programs | Continuing sequential programs vary in their scheduling, some meet daily for the entire semester or year, others meet on alternate days throughout the year. | Continuing programs allow students to study the Latin language and
Greco- Roman culture without any major break in the sequence. With adequate instructional time, continuing programs allow students to place out of some Latin classes at the high school level. |
| ELEMENTARY | |
|---|---|
| Elementary | Limited Latin instruction takes place in the elementary school, usually in magnet schools with a classical focus. Their goal is typically to introduce students to Latin and the classics as a springboard to further study. Some programs focus on oral interaction, dialogues, stories, songs, and games, similar to modern elementary foreign language offerings. Others focus primarily on cultural awareness, comparing classical civilization with our own. Others use Latin as a strategy for strengthening English language skills. The focus in these programs is not on formal study of grammar but rather the building of English vocabulary based on Latin roots, prefixes, and suffixes. |
A few middle schools and elementary schools in North Carolina are implementing pre-IB programs to prepare their students to be successful in the high school IB program. Only schools approved by the International Baccalaureate Organization are authorized to offer the curriculum and to present candidates for the examination.
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