latina_vivit


Project Domus

For the past couple of years, I have enjoyed leading my eighth-grade Latin class in a project on Roman houses. I am sure that many teachers of Latin have some sort of domus-related activity, and this is mine. The project aims mainly at introducing students to this important aspect of Roman daily life; it also offers plenty of opportunities for students to compare and contrast their own lives to ancient ones and to engage in Latin language composition and communication through simple descriptive sentences.

I like to start this project by discussing different the living situations of Romans, from the insulae of cities to urban domī to elaborate villas in the countryside. They study a number of houses that were preserved and excavated around the bay of Naples. We hone in on the typical Roman domus, discussing different generic rooms in the Roman house and their apparent uses and features (e.g. the vestibulum, atrium, culina, peristylium etc.). An impressive array of resources are available to students, and here are just a few that I have enjoyed using:

VROMA does a lovely job of clearly labeling rooms with links to names and longer descriptions of the rooms’ apparent uses. I love the simple floorplan as well.

This site does a similar job with a few more rooms added to the layout.

This virtual tour is a neat video, and it works for activities where you want students to identify different rooms (they could even do it in Latin!).

This video was created by a student (of either History or Latin). He brings up some interesting points and identifies room names for a quick and dirty review.

Khan Academy has a number of resources as well, like this article on the house of the Vetii.

After discussing and describing the Roman house, students are tasked to create their own domī. They go about choosing features, frescoes, and furniture for their houses, which would appeal to Roman taste as well as their own. In years past, the final products have come in the form of posters, dioramas, and google drawings, and I also ask students to describe their houses and the function and/or appearance of the rooms and the objects within.

Students tend to enjoy this project because of the degree of personal choice and creativity that goes into designing their own home. Some students–and even some adults–may never have given any thought to the architecture and design that they might want in their own house; this project gives them an exciting opportunity to do just that. I will add lastly that the project brings together culture and language learning and is easily tailored to students’ ability and comprehension.


Reflections on Teaching 3

This week’s guest post comes courtesy of Eleanor Arnold, a Latin teacher in Athol, MA.  She has some frank and honest reflections on her first year teaching struggles and how she turned things around.


My first year as a high school Latin teacher was a trainwreck. The kids and I were both miserable. They hated Latin, and I was starting to hate Latin too. I was trying to teach Latin the way I had learned it and successfully taught it as a graduate student through charts, parsing and translating. But for these students and in this setting- rural poverty, students with little or no expectation of going to college- it just wasn’t working. A more experienced teacher would have handled things better, but they got me instead.

Midway through the year, I found out about Comprehensible Input, which you can learn more about at LIMEN. I spent the rest of the school year going to workshops, reading blogs, and experimenting. Things improved.  Basically, the goal of every activity is the same: expose students to Latin they can understand.

To ensure understanding, the idea is to “shelter vocabulary” tightly to a small group of words that have the highest frequency in Latin literature. The students have the time to internalize the words, rather than “learning” them for a quiz and then forgetting. There’s no “hard grammar” anymore. I taught indirect statement in Latin I by presenting it in conversation every day for a week, and they have no problem understanding it now. They memorized noun and verb endings, but our goal is always comprehension, not production or identification. When we read in our native languages, we don’t think about the grammar or play “find the verb.” We just read, and pictures appear in our minds. I want my students to experience that with Latin, and bit by bit they’re getting there.

You don’t have to use spoken Latin to do CI, but it helps. The more I speak with my students, the better they read. It’s as simple as that. For me, a wonderful side effect of speaking Latin is that I get to engage with the language I love in a totally new way, and my Latin is improving as a result.  You also don’t really have to be very good Latin speaker to use it in a Latin I classroom, but I find that the more I do it, the better I want to become.

I have had to let go of a lot of things I believed in. I don’t worry as much about accuracy any more, so long as my students understand the gist. Assessments are totally different: they’re based on comprehension, not translation. The goal now isn’t to parse, but to actually read. Because we’re not working on a word-for-word level, I can help struggling students without it feeling like cheating. When a student gets something almost right, I can celebrate with them instead of chastening them because the tense was slightly off.

As for results? They are learning Latin in a way they never were last year. Even the lowest performing students can read and write some Latin. It’s certainly not Cicero, but passages that would have taken them two hours to translate last year take fifteen minutes now. Enrollment is up for 2016-17. Incredibly, I’m not doing any more prep or grading than I did last year, and the prep I do have to do is more interesting than making up a translation test or vocabulary quiz. Last year, I’d hear “I hate Latin.” This year, I hear “Latin is my favorite class.” Kids write things like “Tyler optima est” on my board. Another classmate may insert a “nōn” in there, but it’s all good: they’re playing with Latin instead of fighting it.

There’s no magic bullet for language learning. I’m still tired at the end of the day, and I still struggle with classroom management and participation. But we’re not miserable any more, and even the bad days are more interesting and productive than my good days were last year. I’d call that a success.


A New Latin Program: A Success Story!

We’re all used to hearing bad news: “Latin program being eliminated!”or….“I’m being reduced to half-time!”

In the current climate it’s important to hear some good news. I have some to share, and I encourage all of you to send me other positive stories to me so that I can share them to the rest of our CANE readers.

Plaistow, NH, located in southeastern New Hampshire (pop. 7600), is home to Timberlane Regional High School. About 1400 students attend Timberlane, but until this current year none of them could take Latin. That has changed. This year, six students are taking Latin in a pilot program under the guidance of new teacher and program builder, Michael (Mike) D’Angelo (University of New Hampshire, 2013). But it gets better; 25 students have so far signed up to take first-year Latin next year (and eight others will be taking “The Classical World”), and the school has made a commitment to support the program at least into the second year, and perhaps into the third. Right now, Mike is working with the administration to come up with the required standards for the Latin program, which bodes well for the future of Latin in Plaistow.

I had the pleasure of meeting the Principal, Don Woodworth, and Vice-Principal, Sandra Allaire, last December (2015). They graciously talked with me for over an hour and expressed excitement about adding Latin to their curriculum.  One of their motivations, naturally, was that Latin would add prestige to the school, but Don and Sandy also felt strongly that Latin had great potential to transform students’ academic lives.  When I had the honor of meeting the current students I learned that all of them were pleased that they had the chance to take this ancient language.  They told me that the highlight of their year came when the students summoned the courage (oh, to be young!) to contact Mary Beard and ended up having a 30-minute Skype session with the famous classicist!

Please send me any success stories that you know of, but also remember that my role is to help save programs in trouble—but we need to know as soon as possible to mobilize a response.

You may reach R. Scott Smith at the University of New Hampshire, Department of Classics, Humanities and Italian Studies
301 Murkland Hall, Durham, NH 03824 ; by telephone at 603.862.2388 (voice mail) and email, Scott.Smith@unh.edu