Latin 5

Course Description

Latin 5 is designed as a culmination of our Latin progression at Parish. While previous Latin courses focused on analyzing Latin texts as literary works & historical sources, this course approaches texts as resources for comparative analysis and social reflection. History may not repeat itself, but it often rhymes. American society today is littered with discussions on citizenship, immigration, race, ethnicity, and identity in general. References to antiquity, Rome in particular, are brought into these debates, often incorrectly to justify aggressive immigration laws, restrictive citizenship, & even white supremacy. However, as one scholar notes, “A narrative of a monoethnic and monochromatic Classical world is demonstrably false and, frankly, boring” (Kennedy, 2017).

Presentation from SCS 2023 Panel: Transformative Pedagogies

Syllabus and Course Basics

Organization of the course LINK to PDF

The first part of this course addresses questions of citizenship, race, and identity in the Roman world head on, by engaging with literary resources contextualized alongside inscriptions, archaeology, and the art historical record. Given this compendium of evidence, we, as a class, will tackle questions, such as what did it mean to be Roman? Who determines that identity? What is the value of citizenship? What is the value of immigration?

In the last part of the course, we will turn to the survival of these texts, in particular their role in shaping the teaching of Latin and Ancient History in the 19th, 20th, & 21st centuries. Informed by the previous readings, students will apply linguistic theory and critical analysis to modern textbooks in order to identify problematic patterns in representation. The focus in this portion of the class will be on how history is written, preserved, and presented—directly and obliquely—as well as the impact and implications of such decisions.

Course Objectives

To gain a richer understanding of Roman conceptions of identity through primary sources
To engage in discussions of identity construction processes in a comparative manner between Rome & the present
To gain a historical perspective on the role of Classics in the ideology of White Supremacy and its symbolic power to both support & resist race-based slavery
To learn the methods used in reading, analyzing, and discussing ancient primary texts & artifacts and integrate this with analysis & discussion of secondary scholarship
To learn to write analytically using primary & secondary sources that synthesize written and material evidence
To learn how to communicate complex ideas to broad audiences

A Note on Content & Sources

At Parish Episcopal School, we do not shy away from readings that address controversial or difficult topics; guided exposure to such material is a powerful learning opportunity,

especially in a world in which information is presented to us from a wide range of sources. Delving into the discomfort of debate, engaging in the process of source analysis, & identifying the markers of authorial intent align with our school’s mission statement to guide “young

people to become creative learners and bold leaders prepared to impact our complex global society.”

As we learn and grow in Latin V, we will look at both positive and negative aspects of our world through the lens of Latin literature & Roman history and in comparison with situations we face in our current times. As a teacher who wants to provide students with a holistic view of the ancient world, as well as the history of how that past has been preserved, taught, and used, I will guide you through a range of texts and sources (both primary & secondary). Some will

address topics related to current debates on issues, such as immigration, citizenship, racism, oppression, and gender identity.

Many of the modern sources we engage with will be essays & journalistic articles by scholars, but not necessarily peer-reviewed scholarship. While the information provided has been fact-checked and is accurate, the authors will (at times) present this information from a particular lens or bias. You are not asked (nor expected) to agree with these authors. In fact, the discussion can be more worthwhile when there is disagreement. However, you are expected to give these readings time and consideration. You will have many opportunities to disagree with their interpretation, question their argument, or question their intent throughout the course. One of the skills you will be developing in this class is how to assess an argument, based on the evidence used and how that evidence is presented. Practicing this skill seems to be ever more integral in navigating the news & information of the day.

If you ever find yourself in a place of discomfort, you are always welcome to reach out to me. We can identify strategies to manage classroom discussions, as well as investigate additional or alternative readings to complete your learning.

Unit 1: Beginnings (Aeneas)

Readings from Vergil's Aeneid

Book 1.1-33, 254-295 Book 6.847-853 Book 12.820-840

Readings

1) Chris Mackie. 2017. Guide to the Classics: Virgil’s Aeneid. TheConversation.

2) Ted-Ed. Why you should read Virgil’s “Aeneid”? Mark Robinson. 2017

3) NLE. Part 1: Aeneas (Weekly Roman History). 2021

4) Mendelsohn. 2018. Is the Aeneid a Celebration of Empire or a Critique? The New Yorker

5) George Saad. 2018. Refugees by Fate, Founders by Choice. Eidolon.

6) Pharos. 2021. Virgil’s Aeneid Gives Hope to the Totalitarians after Failed Capitol Attack.

Assignments

A) Timed Writing over 'Refugees by Fate'. Proem side-by-side for reference.

B) Reading Responses

1) Response to Chris Mackie / TED-Ed: In about 250 words, summarize 3 takeaways (interesting points/observations) from Mackie article or the TedEd video. Then articulate why you might be interested in reading the Aeneid (or at least why these scholars think you SHOULD be interested in reading the Aeneid).

2) Response to Pharos Article: Provide a thoughtful summary and response to the following article. This response must include a 300-500 word summary, plus 5 thoughtful questions or observations. The article has been chosen is meant to be provocative. You do NOT need to agree with the author.

C) Projects

1) Translation Comparison (Bartsch selections v. Fitzgerald selections)

2) Casting Call Aeneas

Presentation on other Foundation myths of Rome (selections from Ovid's Fasti).