NOTA BENE: The information on this page is subject to (and most certainly will) change. Students are responsible for writing down their assignments in their CJs.
Do Now: 1. Pick up video permission form, Quick Reference Sheet, and tentative syllabus.
2. Take a seat (pick on your own, then we will create a seating chart)
Syllabus discussion (see below)
"Rome" (HBO, 2005-2007)
Each week, we will watch an (edited) episode of HBO's "Rome". We will watch, discuss, analyze, etc. We will have fun with it, but your active participation and positive contributions to class discussions are expected and you will be graded on it.
With each episode, we will examine primary sources (in Latin) which inform this modern interpretation of Roman history
Accompanying each episode of "Rome," we will look at the primary sources which inform that episode. For instance, we will revisit Caesar's introduction of Titus Pullo and Lucius Vorenus from the de Bello Gallico (we read it last year) in conjunction with Episode 1 (The Stolen Eagle). We will read how Caesar describes Vercingetorix's surrender at Alesia, which is also depicted in Episode 1 (spoilers!).
Also accompanying (nearly) each episode, each student will pick a scene to describe extemporaneously in Latin for 60 seconds. Only effort is assessed here.
Everyone (Mr. Yaggy included) will stammer, stutter, fumble, mis-conjugate almost every verb, and forget to decline nouns; the point is to discuss the scenes in as comprehensible and understandable Latin as possible. Think "See spot run" and not a 10 line Ciceronian sentence.
While watching each "Rome" episode, think about:
(a) what scene/clip you'd like to narrate. It should be something you think would be fun and interesting.
(b) what vocabulary you might need (some you already know, some you don't). You may choose to narrate a scene that we have already connected to a bit of Latin (Caesar's description of Pullo and Vorenus, for instance).
As we progress with this, we will get interactive with the Narrationes... ask/answer questions and have very short(!) discussions about the scenes. Again, though, the important thing is LOW STRESS
Also this year, each student will develop two (or three) Latin-/Classic-centric tutorials. Investigate something that you always wondered about and teach us about it. Your tutorials will include (a) a presentational aspect (MS PowerPoint, Prezi, Google Slides, etc.) and (b) an interactive/participation element (i.e., get the class involved). Your presentation should show a breadth and depth of the subject matter, but to the extent that you can fully explain your tutorial in 15 minutes. Your classmates are then expected to engage you in a brief Q&A about your topic.
DUE TOMORROW by start of class: Email a scanned copy of the movie permission signature sheet with actual signatures.
Discussion questions (if needed):
1. How does Caesar characterize the two men in the first several lines of 5.44?
2. Who is depicted bullying whom?
3. What does Pullo do in lines 8-10 (Haec . . . irrumpit) to show off? What does Vorenus do in response (Ne . . . subsequitur)?
4. What happens to Pullo in lines 14-16 (in . . . defigitur)?
5. What adjective does Caesar use to describe Vorenus in line 19?
6. What does Vorenus do in reaction to seeing Pullo in trouble (lines 19-22)?
7. How does Pullo return the favor (lines 22-25)?
8. Do you agree with Caesar’s estimation summā cum laude (line 25)?
Pass around narratio sign-up sheet and get screenshots of each narratio scene students requested.
Show students screen captures I took based on their narratio sign up sheet.
Show famous painting of Vercingetorix's surrender and then a corollary screencap from Rome Episode 1 (pretty clear that directors crafted some shots as homage to famous representations of the more famous scenes) - use this to model expectations of the narratio
Students then develop narrationes (20 minutes or so)
Establish vocabulary list to help you (allowed up to 6 vocab words (Latin only) on the paper
Then, develop and practice your actual narratio.
*Remember - this is Go Dog Go, not Shakespeare. The goal is comprehensibility. If you are worrying about case endings, you're doing it wrong.
*Some helpful phrases: vult/non vult, potest, necesse est + dative, est statements
*You will be narrating for 60 seconds - a minute is a LONG time.... practice! Even if you run out of things to say before the minute is up (and you probably will), you then start over and try maybe to expand/improve on what you said the first time.
I encourage students who are nervous to go first (the hope is to have all completed tomorrow).
Students will present their narrationes about "Rome: Episode 1"
Students describe the screenshot I sent which is from the scene they signed up to narrate (I provide shot on Google Slideshow I made).
The narratio lasts 60 seconds. Speak slowly, deliberately, and keep language simple.
Finish narrationes and we will watch the first 15-20 minutes of Rome Episode 2.
Finish watching "Rome Episode 2" and then revisit Caesar's own account of his speech prior to setting out for Rome.
While we watch the episode, think about your next narratio: which scene? what vocabulary?
Translate the selection from de Bello Civili 1.7 (attached to yesterday's lesson) and be prepared to read together at the beginning of class on Monday.
We will read the selection from de Bello Civili 1.7 about Caesar's speech to his soldiers (I've attached it again for you if needed).