1. Amy Sommer Colorado Classics Association September 24, 2016
AP Latin
Amy Sommer
Colorado Classics Association
September 24, 2016

2. Course Syllabus Caesar, Gallic War (Latin)
Book 1: Chapters 1–7
Book 4: Chapters 24–35 and the first sentence of Chapter 36 (Eodem die legati ... venerunt.)
Book 5: Chapters 24–48
Book 6: Chapters 13–20
Caesar, Gallic War (English)
Books 1, 6, 7

3. Course Syllabus Vergil, Aeneid (Latin) Vergil, Aeneid (English)
Book 1: Lines 1–209, 418–440, 494–578
Book 2: Lines 40–56, 201–249, 268–297, 559–620
Book 4: Lines 160–218, 259–361, 659–705
Book 6: Lines 295–332, 384–425, 450–476, 847–899
Vergil, Aeneid (English)
Books 1, 2, 4, 6, 8, 12 (but we read the whole poem)

4. 4 Main Skills Reading and Comprehending Translating Contextualizing
Analyzing Texts

5. Learning Objectives Students are expected to:
Read and comprehend Latin poetry and prose from selected authors with appropriate assistance.
Translate previously prepared Latin texts into English as literally as possible.
Relate the Latin texts to Roman historical, cultural, and literary contexts; and
Analyze linguistic and literary features of one or more Latin texts.

6. Curricular Requirements
The course provides:
a structure to allow students to complete the entire required reading list published in the AP Latin Curriculum Framework.
ongoing opportunities for students to translate Latin poetry & prose from the required list into English as literally as possible.
ongoing opportunities for students to demonstrate comprehension of Latin passages from the required reading list.
ongoing opportunities for students to demonstrate understanding of the required English readings as context for the required Latin readings.

7. Curricular Requirements
ongoing opportunities for students to demonstrate comprehension of non-syllabus-based Caesar and Vergil passages and passages from other authors by reading at sight.
ongoing opportunities for students to enhance comprehension of Latin passages by reading aloud.
ongoing opportunities for students to scan dactylic hexameter in Latin poetry.
ongoing opportunities for students to learn and use specific terminology in their study of the required Latin texts.

8. Curricular Requirements
ongoing opportunities for students to relate the required Latin passages to Roman historical, cultural, and literary contexts.
opportunities for students to interpret and analyze the required Latin passages in essays and other written responses.

9. Exam Format Section I: Multiple Choice 50 questions 60 minutes
50% of exam score
Syllabus Passages: 1 Caesar & 1 Vergil (about 20 questions total)
Sight Reading Passages: 1 prose & 1 poetry (about 30 questions total)
Types of questions: translation (esp. vocabulary in context), comprehension, reference, grammar (including terminology), figures of speech, scansion, context

10. Exam Format Section II: Free Response
120 minutes, including 15 minute reading period
50% of exam score
Literal translation of syllabus passages (1 Caesar & 1 Vergil), graded with “chunks”
some vocabulary glossing is provided
Analytical Essay (2 passages—can be 2 Caesar, 2 Vergil, or 1 of each)
Short Answer, aka Spot Questions (1 Caesar & 1 Vergil)

11. Sample Questions
6. With the words comprime gressum (line 6), the speaker urges someone to (A) back up (B) turn around (C) stop (D) proceed 12. The epic characteristic illustrated in the passage is (A) invocation of the Muse (B) descent into the underworld (C) hospitality shown to a guest (D) intervention of the gods

12. Sample Questions
Ubi de eius adventu Helvetii certiores facti sunt, legatos ad eum mittunt nobilissimos civitatis, cuius legationis Nammeius et Verucloetius principem locum obtinebant, qui dicerent sibi esse in animo sine ullo maleficio iter per provinciam facere. Bellum Gallicum 1. 7 Translate the passage above as literally as possible.

13. Sample Questions
In the passages above, Caesar and Vergil discuss rumor. In a well-developed essay, analyze the ways in which each author portrays the impact of rumor. BE SURE TO REFER SPECIFICALLY TO THE LATIN THROUGHOUT THE PASSAGES TO SUPPORT THE POINTS YOU MAKE IN YOUR ESSAY. Do NOT simply summarize what the passages say. (When you are asked to refer specifically to the Latin, you must write out the Latin and/or cite line numbers AND you must translate, accurately paraphrase, or make clear in your discussion that you understand the Latin.)

14. Sample Reading/Analysis Practice

15. Pros and Cons (in my opinion)
aligned with format and expectations of a college Latin lit class
high expectations
teacher and students are a team
Caesar?
potential for college credit and advancement
2 authors allow for rich discussion of themes
promotes analysis and forming (well-supported) arguments
Cons:
rigid syllabus
selection of Vergil lines
hard to do it all well
Caesar?
2 authors can feel disjointed
my kids don’t love Vergil as much as they used to when Vergil was the entire syllabus
our whole program has to be aligned to AP expectations, if we want them to do well.
College Board

16. Final Thoughts AP matters to the CCHS community.
My AP scores help validate the caliber of the CCHS Latin program.
My students that go on to study Latin in college tell me that the transition is easy and they do well.
I believe in the learning objectives and appreciate the themes and essential questions.
I think you can teach it in a way that doesn’t feel like a death march to the AP exam.
AP Latin can be a memorable and influential part of a student’s high school education.

17. For more information...
AP Central AP Latin Course Home Page: apcentral.collegeboard.com/aplatin