LATIN III Honors
Latin III Honors closely follows Latin II Honors both by continuing the story line begun in that course and by strengthening and building on the grammar and vocabulary. Students will expand their knowledge of Latin and ability to translate the language through continued readings with more complex grammatical constructions. Students will also gain a greater understanding of Roman politics, provincial government and other related topics. The study of English derivatives from Latin and comparison of Latin and English grammar will continue to be stressed. The Honors level curriculum is a more rigorous study of this material, completes the students' introduction to Latin grammar, and introduces students to translating authentic Latin in the fourth quarter. The goal of the course is to prepare the student for translating authentic Latin in Latin IV.
Knowledge and Skills
How to read and translate Latin at a level involving compound and/or complex sentences with advanced grammatical constructions.
How to identify, create and translate various forms of nouns, adjectives, adverbs, pronouns and verbs introduced in Latin III.
How to recognize and translate the different grammatical constructions introduced in Latin III.
How to use contextual hints to achieve an understanding of a passage/story in Latin.
How, through the study of Latin grammar, to better understand English grammar rules.
How to recognize the difference between an inflected language and the advantages and disadvantages of each.
How to read, translate and analyze authentic Latin literature from ancient authors.
How to scan authentic Latin poetry.
Texts and Thematic Units of Study
Review Text Latin Two Years, 2nd edition
Cambridge Latin Course, Unit 3, North American 4th edition
Cambridge Latin Course, Unit 4, North American 4th edition
ORIGINS OF ROME, THE ROMAN FORUM, ROME AND JUDEA
The story line switches to Rome, a year or so earlier than the events in Roman Britain. The occasion is the dedication of the Arch of Titus in 82 A.D., and the reader is introduced to a description of the mass murder/suicide that occurred at Masada in 73 A.D. The unit concludes with a fictitious account of the deaths of the survivors of Masada.
In this unit, a new character is introduced, albeit for just a few units: Quintus Haterius Latronianus. From the engraving in the Tomb of the Haterii, it is believed that one or more members of the Haterius family designed several important structures in ancient Rome, including the Colosseum and the Arch of Titus. The storyline leads into a detailed discussion of Roman engineering.
THE CITY OF ROME; PATRONAGE AND ROMAN SOCIETY
In this unit, another new character is briefly introduced into the storyline: a female philosopher just arrived from Greece. On her way to Haterius' house, she is exposed to the conditions present in everday life, such as the crowds filling the streets of the city and daily occurrence of the morning salutatio.
In this unit, the female philosopher arrives at Haterius' house and is asked to present some of her philosophical beliefs at a dinner party he is hosting. Unfortunately, the diners, after drinking sizeable amounts of wine, are more interested in her figure than her philosophy. The unit uses the storyline to present some basic tenets of Stoicism and discusses other aspects of Roman religious/philosophical beliefs.
In this unit, the storyline briefly turns to the empress Domitia, who is suspected of having an affair with an actor, Paris. At the start of the unit, Paris is presenting a mime, and from that the unit turns to a discussion of various types of entertainment found in imperial Rome.
FREEDMEN AND FREEDWOMEN
In this unit is the second half of the story involving Domitia and Paris who have been lured into a trap and caught by Epaphroditus, the emperor's freedman. The rise of a freedman like Epaphroditus, a historical figure from Domitian's reign, leads to the roles and opportunities of freed lsaves in imperial times.
The next two units deal with the recall of Agricola from Britain by the emperor Domitian. Although Roman historians present no reasons for the recall, the narrative creates a plausible discussion between Domitian and his advisors, some of whom are not favorably disposed toward his reign. This unit is composed of letters written in Rome and somewhere in the surrounding countryside. Neither writer is a supporter of Domitian.
In this unit, the reader is introduced to the Roman poet Martial, and how poets would use their poetry to express their political beliefs. This leads to a discussion of the oral tradition and the life of Roman authors.
THE EMPEROR'S COUNCIL; THE SENATORIAL CAREER
A letter has arrived from Agricola describing his successes in Britain, and Domitian calls together his advisors to discuss the letter and what should become of Agricola. The narrative makes way for a description of the emperor's consilium.
In this unit, the emperor Domitian decides it's time for his 14 year old cousin to be married. The husband, however, he has chosen for her is 50 years old. The storyline, which describes her reaction to the betrothal and her lover's attempt to save her from the marriage, leads to an in-depth discussion of marriage in ancient Rome.
AUTHORS, READERS, AND LISTENERS
In this unit, the emperor Domitian sends for his adopted sons, Titus and Publius, to see how they are doing with their lessons. The boys recite for him a prose version of Ovid's flood myth. Titus startles Domitian and embarrasses Quintilian by talking back to the emperor. Ovid's original poetry on the flood is then presented.
ROMAN LAW COURTS
In this unit, Salvius is accused of crimes in Britain. The emperor Domitian keeps a low profile, hoping that Salvius will not implicate him. Domitia plots revenge against Salvius and Quintus testifies against him. Salvius decides not to reveal Domitian's involvement in his crimes so as not to endanger his own son. A criminal case in a Roman law court is presented.
LATIN POETRY AND PROSE
In this unit, students will be introduced to the epic poetry of Ovid, written in dactylic Hexameter or the historical prose of Livy. Students will learn how to scan and analyze poetry. They will also learn of the complexities of Livy's history.