High School Latin and
Classics Curriculum Guides
Course: Latin 1
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (intro and master)
1. greet and respond to greetings
2. introduce and respond to introductions
3. ask and answer questions
4. discuss class reading
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (intro and master)
1. follow directions
2. understand some ideas and familiar details
3. obtain information and knowledge
4. read or listen to and interpret signs, simple stories, poems and informational texts (intro)
Standard 3: Presentational standards
The student will be able to
1. describe people, places, and things (intro)
2. present information in a brief report (intro)
3. describe elements of stories such as characters, events, and settings (intro)
4. Give presentations on planned activities or on cultural topics. (intro)
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (intro)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
2. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
3. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
4. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
5. identify distinctive contributions made by people in the target culture
6. Demonstrate knowledge of the target culture’s geography by naming features such as rivers, mountains, cities, and climate on maps
7. Identify patterns of social behavior that are typical of the target culture
8. Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and videos, and relate these to cultural perspectives of the target culture
9. Identify historical and/or cultural figures from the target culture and describe their contributions
10. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (intro)
1. give examples of the ways in which the target language differs from/
is similar to English
2. Give examples of borrowed and loan words
3. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
4. Identify words in the target language that are used frequently in English
5. Analyze how idiomatic expressions work in both languages
6. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
7. Give examples of words or word parts from the target language that have been adopted in the English language
Standard 6: Cultural Comparisons
The student will be able to (intro)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
2. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
3. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
4. compare, contrast, and exchange views on an aspect of the target culture
5. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
6. compare folktales from the target culture and the students own culture
7. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
Strand 4: Connections
Standard 7: Connections
The student will be able to (intro)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
c. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
Standard 8: Communities: Not applicable to Latin
Foreign Language Curriculum Guide
Course: Latin 2
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (master)
5. greet and respond to greetings
6. introduce and respond to introductions
7. ask and answer questions
8. discuss class reading
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master)
5. follow directions
6. understand some ideas and familiar details
7. obtain information and knowledge
8. read or listen to and interpret signs, simple stories, poems and informational texts
9. comprehend narration in present, past, and future (intro)
10. identify and understand feelings, and emotions
Standard 3: Presentational standards
The student will be able to (master)
5. describe people, places, and things
6. present information in a brief report
7. describe elements of stories such as characters, events, and settings
8. Give presentations on planned activities or on cultural topics. (intro)
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (master)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
11. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
12. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
13. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
14. identify distinctive contributions made by people in the target culture
15. Demonstrate knowledge of the target culture’s geography by naming features such as rivers, mountains, cities, and climate on maps
16. Identify patterns of social behavior that are typical of the target culture
17. Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and videos, and relate these to cultural perspectives of the target culture
18. Identify historical and/or cultural figures from the target culture and describe their contributions
19. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
20. Describe the relationship between social establishments such as schools, religions, governments, and the perspectives of the target culture (intro)
Strand 3 Comparisons
Standard 5: Linguistic comparisons
The student will be able to (master)
1. give examples of the ways in which the target language differs from/
is similar to English
8. Give examples of borrowed and loan words
9. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
10. Identify words in the target language that are used frequently in English
11. Analyze how idiomatic expressions work in both languages
12. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
13. Give examples of words or word parts from the target language that have been adopted in the English language
Standard 6: Cultural Comparisons
The student will be able to (master)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
8. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
9. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
10. compare, contrast, and exchange views on an aspect of the target culture
11. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
12. compare folktales from the target culture and the students own culture
13. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
Strand 4: Connections
Standard 7: Connections
The student will be able to (master)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
c. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
Standard 8: Communities: Not applicable to Latin
Foreign Language Curriculum Guide
Course: Latin 3
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (master/apply)
9. greet and respond to greetings
10. introduce and respond to introductions
11. ask and answer questions
12. discuss class reading
13. Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, etc. (intro/master)
14. Discuss and analyze literary texts (intro/master)
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master)
11. follow directions
12. understand some ideas and familiar details
13. obtain information and knowledge
14. read or listen to and interpret signs, simple stories, poems and informational texts
15. comprehend narration in present, past, and future (master/apply)
16. identify and understand feelings, and emotions
17. read authentic and adapted materials such as short stories, narratives, etc. (master)
18. understand learned expressions, sentences questions, and polite commands in messages (master)
19. read a literary text and understand the theme, characters, and setting (intro and master)
20. analyze aesthetic qualities of works of poetry, drama, fiction or film (intro/master)
21. interpret literature based on evidence from the text (intro/master)
Standard 3: Presentational standards
The student will be able to (master)
9. describe people, places, and things
10. present information in a brief report
11. describe elements of stories such as characters, events, and settings
12. Give presentations on planned activities or on cultural topics.
13. Recount events in an incident or a reading (intro/master)
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (master)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
21. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
22. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
23. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
24. identify distinctive contributions made by people in the target culture
25. Demonstrate knowledge of the target culture’s geography by naming features such as rivers, mountains, cities, and climate on maps
26. Identify patterns of social behavior that are typical of the target culture
27. Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and videos, and relate these to cultural perspectives of the target culture
28. Identify historical and/or cultural figures from the target culture and describe their contributions
29. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
30. Describe the relationship between social establishments such as schools, religions, governments, and the perspectives of the target culture (master)
31. identify significant political, military, intellectual, and cultural figures and describe how they shaped historical events and/or the target cultures perspectives (intro/master)
32. describe the evolution of words, proverbs, and images and discuss how they reflect cultural perspectives (intro/master)
33. analyze examples of literature, primary source historical documents, music, visual arts, theatre, dance, and other artifacts from target culture and discuss how they reflect individual and cultural perspectives (intro/master)
34. analyze how participants’ accounts of the same events can differ; how historians’ interpretations of events can change over time; and how particpants’ and historians’ interpretations of events can reflect individual and cultural perspectives. (intro /master)
Strand 3: Comparisons
Standard 5: Linguistic comparisons
The student will be able to (apply)
1. give examples of the ways in which the target language differs from/
is similar to English
14. Give examples of borrowed and loan words
15. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
16. Identify words in the target language that are used frequently in English
17. Analyze how idiomatic expressions work in both languages
18. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
19. Give examples of words or word parts from the target language that have been adopted in the English language
20. Analyze differences and similarities between the writing systems of both languages (intro)
21. Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target language and in English (intro/master)
22. Compare, contrast, and discuss etymological/linguistic roots of English words from the target language
23. read and view several literary works with related themes and compare them (intro/master)
24. describe similarities in themes and details found in narratives of the target language and English (intro/master)
Standard 6: Cultural Comparisons
The student will be able to (master)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
14. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
15. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
16. compare, contrast, and exchange views on an aspect of the target culture
17. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
18. compare folktales from the target culture and the students own culture
19. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
20. compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture (intro/master)
Strand 4: Connections
Standard 7: Connections
The student will be able to (master)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
c. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
Standard 8: Communities: Not applicable to Latin
Foreign Language Curriculum Guide
Course: Latin 4
Strand: Communication
Standard 1: Interpersonal Communications
Learning Standards:
The students will be able to (master/apply)
15. greet and respond to greetings
16. introduce and respond to introductions
17. ask and answer questions
18. discuss class reading
19. Share personal reactions to authentic literary texts, such as letters, poems, plays, stories, etc. (intro/master)
20. Discuss and analyze literary texts (intro/master)
Standard 2: Interpretive Communications
Learning Standards:
The student will be able to (master)
22. follow directions
23. understand some ideas and familiar details
24. obtain information and knowledge
25. read or listen to and interpret signs, simple stories, poems and informational texts
26. comprehend narration in present, past, and future (master/apply)
27. identify and understand feelings, and emotions
28. read authentic and adapted materials such as short stories, narratives, etc. (master)
29. understand learned expressions, sentences questions, and polite commands in messages (master)
30. read a literary text and understand the theme, characters, and setting (intro and master)
31. analyze aesthetic qualities of works of poetry, drama, fiction or film (intro/master)
32. interpret literature based on evidence from the text (intro/master)
Standard 3: Presentational standards
The student will be able to (master)
14. describe people, places, and things
15. present information in a brief report
16. describe elements of stories such as characters, events, and settings
17. Give presentations on planned activities or on cultural topics.
18. Recount events in an incident or a reading (intro/master)
Strand 2: Cultures
Standard 4: Cultures
The student will be able to (master)
1. use appropriate words, phrases, expressions, and gestures in
interactions such as greetings, farewells, school routines, and
other daily activities
35. interact appropriately in group cultural activities such as games,
storytelling, celebrations, and dramatizations
36. identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs
37. identify distinctive cultural products from the target culture such as toys, clothes, foods, currencies, games, traditional crafts, and musical instruments
38. identify distinctive contributions made by people in the target culture
39. Demonstrate knowledge of the target culture’s geography by naming features such as rivers, mountains, cities, and climate on maps
40. Identify patterns of social behavior that are typical of the target culture
41. Identify distinctive aspects of the target culture presented in print literature, visual arts, films, and videos, and relate these to cultural perspectives of the target culture
42. Identify historical and/or cultural figures from the target culture and describe their contributions
43. Identify interactions, patterns of social behavior, social norms, customs, holidays, and special events that are typical of target culture and discuss how they reflect language and cultural perspectives.
44. Describe the relationship between social establishments such as schools, religions, governments, and the perspectives of the target culture (master)
45. identify significant political, military, intellectual, and cultural figures and describe how they shaped historical events and/or the target cultures perspectives (intro/master)
46. describe the evolution of words, proverbs, and images and discuss how they reflect cultural perspectives (intro/master)
47. analyze examples of literature, primary source historical documents, music, visual arts, theatre, dance, and other artifacts from target culture and discuss how they reflect individual and cultural perspectives (intro/master)
48. analyze how participants’ accounts of the same events can differ; how historians’ interpretations of events can change over time; and how particpants’ and historians’ interpretations of events can reflect individual and cultural perspectives. (intro /master)
Strand 3: Comparisons
Standard 5: Linguistic comparisons
The student will be able to (apply)
1. give examples of the ways in which the target language differs from/
is similar to English
25. Give examples of borrowed and loan words
26. Identify linguistic characteristics of the target language and compare and contrast them with English linguistic characteristics
27. Identify words in the target language that are used frequently in English
28. Analyze how idiomatic expressions work in both languages
29. Recognize grammatical categories such as tense, gender, and agreement in the target language and English
30. Give examples of words or word parts from the target language that have been adopted in the English language
31. Analyze differences and similarities between the writing systems of both languages (intro)
32. Respond to, compare, and discuss the effects of sound, meter, and rhythm in poetry in the target language and in English (intro/master)
33. Compare, contrast, and discuss etymological/linguistic roots of English words from the target language
34. read and view several literary works with related themes and compare them (intro/master)
35. describe similarities in themes and details found in narratives of the target language and English (intro/master)
Standard 6: Cultural Comparisons
The student will be able to (master)
1. describe patterns of behavior of the target culture, such as
celebrations, and compare and contrast them with those of their
own culture
21. describe some cultural beliefs and perspectives relating to family,
school, and play in both target culture and their own
22. identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture
23. compare, contrast, and exchange views on an aspect of the target culture
24. discuss basic needs of people for food, clothing, and shelter and compare how they have been met in various cultures
25. compare folktales from the target culture and the students own culture
26. compare, contrast, and exchange opinions on issues that are of contemporary or historical interest in the target culture and the students’ own culture(s)
27. compare, contrast, and present the treatment of controversial issues in both the target culture and their own culture (intro/master)
Strand 4: Connections
Standard 7: Connections
The student will be able to (master)
1. obtain knowledge related to other disciplines from sources in
the target language
a. obtaining geographical information from printed maps
and travel guides, or Internet resources in the target language and using this information to achieve the learning standards from the Geography strand of the History and Social Science framework
b. analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
c. researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them by using the learning standards of the History Strand of the History and Social Science Framework
Standard 8: Communities: Not applicable to Latin
Foreign Language Curriculum Guide
Subject: Classics
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