Fall 2005 Volume 10, Issue 1 Prima

Newsletter FOR EXCELLENCE THROUGH CLASSICS

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The art of storytelling is something that connects us in a profound way with our earliest ancestors. It's one of the most important, most humane, most liberating and most democratic things that human beings can do, and it should have a central place in every classroom. This particular story is the best one in the world - no question I am delighted that it's now available in this form for children everywhere. Philip Pullman, in a letter to the CSCP

In 2000, two professional storytellers, Hugh Lupton and Daniel Morden, approached the University of Cambridge School Classics Project (CSCP) in the UK with the suggestion of creating a retelling of Homer's Iliad for primary school children. The CSCP exists solely to promote the study of the Classics in schools. In an initial trial undertaken in a number of schools in an economically depressed area of East London, Hugh and Daniel themselves told the story live to the students. Initial testing proved very encouraging: in general pupils were enthralled by the performances (though the younger ones did struggle with some parts of the story). At the same time some specific problems were identified (for instance, a number of pupils were mystified by oxide Hera!), and here and there the storyline was made tighter to help the children keep the large cast of characters distinct in their minds. A revised telling was recorded onto three audio CDs and trialed in another

Telling Tales on Achilles

cohort of schools in the same area of London. Following a full evaluation of the results of both trials, a final version of the story was recorded and launched at the British Museum in London, almost four years after work had begun. The title: War with Troy: the story of Achilles. It was not that easy to persuade schools to participate in the trials. Teachers were worried about their lack of subject knowledge; no one was sure whether the children would be able to sustain the concentration needed to follow the story. This final issue was crucial since, from the outset of the project the aim had been to exploit the oral nature of the Iliad as a way of making the story accessible to the widest possible audience. In late 2000, when Hugh and Daniel began ‘composing’ both an adult and a children’s version of the story, they made a decision to extend the story beyond the confined time frame of the Iliad.

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Hugh Lupton (left) and Daniel Morden (right) telling War with Troy

PRIMA

“As Latin flourishes in both elementary and

secondary schools, we must endeavor to

ensure that as many students as possible are afforded an introduction

to Latin and the classical world.”

For over five years, Ascanius: The Youth Classics Institute has worked to expose elementary school students to the joys and benefits of learning about the classical world. Now, the Institute is pleased to announce another initiative that will benefit these students – the Classical Promise Scholarships. As Latin flourishes in both elementary and secondary schools, we must endeavor to ensure that as many students as possible are afforded an introduction to Latin and the classical world. In creating this scholarship fund, we aim to spur growth of Latin and the Classics at the elementary school level, and to help create and strengthen foreign language partnerships between elementary and secondary schools. The Classical Promise Scholarships allow enterprising students to engineer programs using both the organizational and financial support of Ascanius: The Youth Classics Institute. These scholarships are available to high school or college students who wish to create or maintain a Latin/Classical Studies program in partnership with an elementary

NEW SCHOLARSHIP FOR HIGH SCHOOL, COLLEGE STUDENTS BRINGS LATIN TO YOUNGEST STUDENTS

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school. Scholarship recipients will be responsible for creating or maintaining an exploratory program centered on fun and interactive lessons about the culture and language of the Roman world. Mentors will be available to guide recipients in the creation, selection and teaching of the lessons. In addition, to help them plan and organize their program, scholarship recipients will receive free access to the hundreds of lessons and activities developed by Ascanius: The Youth Classics Institute. At the conclusion of their program, recipients will be required to write a summary for Iter Ascanii, a publication of Ascanius: The Youth Classics Institute. Students may apply for scholarship funds at any time, but preference will be given to early applicants. Scholarship funds are available in amounts ranging from $50 to $200. For more information and an application, please consult the website of Ascanius: the Youth Classics Institute at www.ascaniusyci.org or contact S. Stuart Davis, Administrative & Instructional Assistant at admininst@ascaniusyci.org.

BRIDGES GAP BETWEEN ELEMENTARY & SECONDARY SCHOOLS

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Wow! Where has the time gone? With each coming school year, I ask myself the same question. Where did I put all that time I was planning to set aside for curriculum planning, creating activities and networking with colleagues? Well, I think somewhere in-between traveling (including attending the always wonderful American Classical League’s Annual Summer Institute in Albuquerque, NM) and catching up on much needed sleep -- it’s gone! This issue of PRIMA showcases several summer educational opportunities as relayed by recent ETC Grant recipients while also highlighting many ideas you can use now to take your elementary/

From the Editor

“You’re insane!” “You’re a saint!” All you middle school teachers out there (and probably a goodly number of elementary school teachers too!) have probably heard those phrases dozens of times. And of course they are in response to the statement, “I teach middle school” or “I teach elementary school.” As the new school year opens I want to congratulate the ETC membership on such good work. We teachers of the youngest children, are the proud and the few, lay the building blocks upon which all other knowledge rests, and we deal daily with the sorts of problems and situations that many other teachers fear to go near. And we do this because we love this age group, this profession, and our subjects. I am enrolled in the Master of Arts in Teaching program at University of Massachusetts, and in one of my education classes this fall the professor asked how many were willing to teach middle school. Out of about forty

From the Chair

Posing in Pisa – Summer affords PRIMA editor

time to travel

“We teachers of the youngest children, are the proud and the few, lay the building blocks

upon which all other knowledge rests, and we deal daily with the sorts of problems and

situations that many other teachers fear to

go near.”

middle school Latin/ancient history class to the next level. While you may be struggling to juggle all the demands required of you – both inside and outside of the classroom, I would encourage you to tackle at least one project this year and see it to completion. Or better yet, volunteer to mentor a rookie teacher in your school or school system. The beginning of the school year is always full of ambitious planning and grand plans. I’m pledging this year to be more productive with the time I have. Micheal A. Posey PRIMA editor

students in the class, only four expressed such a desire. The professor asked all of us to consider elementary and middle school, and then to tell someone else that we are considering it and see how they respond. I am quite sure that many responses will be along the same lines as above. So perhaps our challenge as teachers of the youngest students its to encourage others to try out what we do, to experience the joy and fulfillment that we experience. After all, with stronger interest in Latin and Classical Studies at the lower levels, stronger interest at the higher levels will follow. Welcome to the 2005-2006 school year. As always, feel free to contact any member of the ETC Board with questions or comments. Matthew D. Webb Chair, ETC

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They took the marriage of Peleus and Thetis as their starting point and closed with the wooden horse and fall of Troy. Given concerns over length, this may seem surprising. However, the Iliad itself presupposes a knowledge of a variety of events and characters which the great majority of children in our classrooms will have no knowledge of. The revised version of the story, divided into twelve episodes each lasting approximately fifteen minutes and housed on three CDs, totals approximately three hours and is usually presented in schools in twelve one-hour lessons. Throughout the trial, many teachers and students noted the difference between reading a story and listening to one. The issue of time was often at the heart of that difference. When reading a story, students face two hurdles. First they must decode the black text from the white page – make a story from the textual characters in front of them. For many students, especially those with reading difficulties, this represents a significant barrier to accessing the stories of the ancient world. Second, the written word gives no indication of pace, of how much time the student should spend digesting what he or she has just encountered Listening to a story removes both obstacles. The students’ minds are free to absorb the story itself, rather than decoding the written text, and the storytellers’ careful use of pace allows the students the longed-for time to imagine, to literally create images in their heads of the events, places and characters as the story unfolds. Although the overall scope of the story was expanded, in other respects Hugh

‘Wrath, sing goddess” ... Iliad makes debut in classroom

“…it demonstrates the difference between reading a story and listening to one. Their recall of detail surprised me, and not just from the academically more able pupils …”

J. Locke, Primary

Deputy Head teacher

“They enjoyed predicting what would happen to the characters and who would win the war … They talked about the events that had taken place in the story for the rest of the day. The children found the story easy to understand with teacher intervention and summarizing of key points … Listening skills really improved as did comprehension skills. The children, through listening to the CDs, were freed from the written word which inhibits some lower achieving children and those which are turned off by reading …”

R. Cottee,

Literacy Coordinator

Students listening to the storytellers

and Daniel kept as closely to the storyline of the Iliad as possible: as the full title War with Troy: the story of Achilles suggests, Achilles remains the central figure and his anger the central theme. Episodes such as the argument between Achilles and Agamemnon, the deaths of Patroclus and Hector, and Priam’s visit to Achilles’ tent provide key points in the narrative. Hugh and Daniel also retained traditional elements of oral poetry such as repetition and extended similes; and they used a rich range of vocabulary, in order to preserve something of the majesty and grandeur of the original. The findings of these two teachers are typical of the responses we have seen to the storytelling materials. Not only has listening to quite advanced linguistic features in the story helped children develop their own skills of speaking and, importantly, listening, but the activity has also benefited their written work. Another issue faced during the trial was the potential for a significant difference between students’ reactions to a story when told live by storytellers in the room with them, and their reactions to listening to the story on audio CDs.

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The ETC’s new Spotlight series continues in this issue with a focus on Queen Anne School in Upper Marlboro, Maryland. This series is designed to make others in the Classics community aware of exciting, inspiring, and innovative Classical Studies programs in the elementary and middle schools. Queen Anne School is a private, coeducational day school serving grades 6-12. Dr. Ann Martin and Ms. Tracey Rockett are the Latin teachers at QAS. All sixth grade and new seventh grade students take Latin I-A, which is the first course in a two-year sequence that includes Latin I-B. Those with a strong interest in Latin are encouraged to continue with Latin II and beyond. At Queen Anne, Latin is taught using innovative approaches. Language and translation are reinforced through

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Spotlight on: Queen Anne School, Upper Marlboro, MD

Now that the school year is underway, the time has come to take note of the activities you have implemented as a result of attending workshops and institutes last spring and summer. What is working for your students this year? How has an old idea/method been revised? How have you implemented the Internet in your classroom? What activities have you developed to address the topics of the National Mythology Exam, the Medusa Exam, or the Exploratory Latin Exam? How do you use literature in translation to teach ancient culture and mythology? In addition to hearing from Greek and Latin teachers, PRIMA is interested in submissions from teachers of mythology and classical literature

Call for Articles – PRIMA SPRING 2006

Florence’s famed bronze doors

“What is working for your students this year? How has an old idea or method been revised?”

tactile and kinesthetic games, drawings, and skits. For example, students might play the flyswatter game to practice vocabulary or make posters using the negative imperative to describe what should NOT be done at school! Students enhance their skills by using oral Latin frequently and examining realia such as ancient coins, much as they would in a modern language classroom. Ms. Rockett is trained in the Rassias Method (http://www.dartmouth.edu/~rassias/) of foreign language education, which uses dramatic techniques to enhance language learning and speed acquisition. The QAS teachers also aim to introduce the corpus of Latin literature at an early stage. Thus, even beginning Latin students are reading ancient,

outside the context of the Latin and Greek curricula. Submissions should be approximately 300-500 words in length. Include samples or descriptions of student work, graphics and pictures, when applicable. Be sure to include you full name, the name and location of your school and contact information in the text of each submission. Also, please type PRIMA on the subject line of your email. Submit articles by March 15, 2006 to PRIMA editor, Micheal A. Posey: map1118@yahoo.com. Submitted articles may be edited for content and length.

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Quintilian will be announced in Prima and on the ETC’s website. When materials are submitted for inclusion in “Quintilian,” they will also be considered (first) for the ACL's Teaching Materials and Resource Center. Submit materials to: Dr. Jack Dutra American Classical League Miami University 422 Wells Mill Drive Oxford, OH 45056 Include a note with your desire for your materials to be included in Quintilian. All materials accepted for Quintilian must be in electronic form

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The Exploratory Latin Exam Committee is pleased to announce the arrival of three new members: Shirley Hall, Ocean Lakes High School,

ELE Committee grows by three

The ETC will officially unveil ‘Quintilian,” an online bank of publications appropriate to elementary and middle school, on Nov. 1, 2005. The aim of Quintilian is to supplement the offerings of the ACL’s Teaching Materials and Resource Center by focusing on materials for PreK-grade 9. Parents, teachers, and other interested parties can log on to: http://www.cafepress.com/etclassics to access Quintilian and purchase materials. By November 1, three categories of materials comprising of 8 hard-copy books and CD's will be available:

medieval, and neo-Latin texts (such as from the Aberdeen Bestiary, integrating high interest material about animals) for comprehension. Ancient Roman culture is tackled in a hands-on, project-based manner, emphasizing creativity and critical thinking. For example, students create model Roman objects. Field trip opportunities abound: students have examined Greco-Roman art at the Walters Art Gallery in Baltimore, explored Classical architecture in Washington, DC, and

Coming soon: Quintilian – A Bank of Elementary, Middle School Publications

QAS engages with field trips, hand-on activities

“The Committee is extremely excited about

the perspectives and experience these new

members will offer ETC.”

“Ancient Roman culture is tackled in a hands-on,

project-based manner, emphasizing creativity

and critical thinking.”

Virginia Beach, VA; Courtney Holman, Nova Classical Academy, St. Paul, MN; Andrea Stehle, Memorial High School, Victoria, TX.

1) Authentic Annotated Latin Workbooks: Carpe Scientiam: Integrating Environmental Science and Classical Studies, Fabulae Faciles: Authentic, Annotated Readings Designed for the Beginning Latin Student, and Historia Sine Lacrimis: Selections from the Latin Historians for Beginning Students 2) Curriculum Guides: Activitates Pro Liberis Volumes I-III CD, Activitates Pro Liberis Volumes I-V CD, and Mystery of the Roman Ransom Companion Materials 3) Children's Latin Stories Canis Laetus Est: A Reader for Young Children,Itinera Vaccae: The Journeys of a Cow, in Easy Latin

traveled to the University of Maryland's Latin Day. Further, students regularly compete in regional Latin competitions (certamina) as well as the National Latin Exam. Visit www.etclassics.org/spotlightqas for the Roman Object Project handout, as well as handouts and slides from a presentation given by QAS faculty about teaching Latin grammar and vocabulary using kinesthetic methods in the classroom.

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The schools used the CDs in two quite distinct ways. In one primary school, a class comprised of more than 80 pupils listened to the story as a single group in the school hall, once a week for 12 weeks. In another, where Year 5 (age 9) and Year 6 (age 10) pupils are taught together in three vertical classes, they listened to the story three times a week for four weeks as part of their formal literacy hour teaching. In the schools the response from pupils and teachers was overwhelmingly positive. Classes would not go to play until they knew the title of the next episode; pupils stayed in at break-time to catch up on missed episodes; on National Book Day, when everyone came in dressed as a character from a book, classes vied for the privilege of using the Iliad as their theme. In addition to their assured understanding of plot and character, what impressed us on visits to the Dagenham schools was the raw

Recorded Iliad brings together real, fantastic

Activitates Pro Liberis Volume V, Augusta County Institute for Classical Studies. Over 250 pages of ancient Greek language and culture lesson plans and activities. Designed specifically for students in grades 3-8. More information at http://www.acics.net Exploratory Latin Exam Review Packet, Susan Senechal and Kris Tracy. $28.50. More information at http://www.aclclassics.org/tmrc Exploratory Latin Review Songbook, Kris Tracy. $22.50. More information at http://www.aclclassics.org/tmrc Lyrical Latin: Learning Latin Through Music. $18. "Fifteen well-known tunes, with new musical arrangements, are sung with words that teach

New publications for ES/MS Classical Studies

“The descriptive vocabulary has been evident in their own writing. Less able children have discussed complex issues confidently. In discussion all children have expressed empathy with characters and when predicting outcomes most able have adopted style of the storytellers.”

E. Lloyd, Primary

Literacy Co-ordinator

Know of new and exciting publications of use to elementary and middle school Classics teachers that should be announced in PRIMA? Write Micheal A. Posey, the Editor of PRIMA and let your colleagues know!

enthusiasm of the pupils for the story and their nearly faultless recollection of even small details of the story months after first hearing it. Undoubtedly, the fact that they heard rather than read the story was significant: it meant that they absorbed rather than processed the story, and so remembering the story did not require a conscious effort; and, at a practical level, never having seeing Agamemnon or Deiphobus on the page they could use the names in discussion without faltering. What teachers in the pilot schools have noted above all has been their pupils’ evident enjoyment of the story and the appetite it has given them for further reading the Trojan War gives children, because it shares with them the same scale, complexity and blend of real and fantastic. But it does require seeing the Iliad as a living story not a sacred text, as the development of War with Troy has shown so conclusively.

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Latin grammar and culture. Songs are catchy, humorous, and students really do love them -- a must have for any teacher. More information at http://www.latinandlanguage.com Tres Ursi, LeeAnn Osburn. $3.50. This highly economical children's book includes very simple Latin accompanied by cartoon drawings. An illustrated index of words at the beginning of the book aids comprehension. Can be read on the very first day of class! More information at http://www.latinandlanguage.com Ursus Books, Susan Senechal. $10. Ursus Books is a CD-ROM set of six colorful picture books, each of which is designed to introduce young children to an aspect of the Latin language. More information at http://www.aclclassics.org/tmrc

“I enjoyed listening to the Iliad more than I would reading.”

Jessica, aged 9

“If I read this story before I listened to the tape I wouldn’t read it. Now that I have listened to the tape I would read the book.”

Bejera, aged 8

“I think the story is brilliant!” Jade, aged 8 “I loved your storytelling.” Edwin, aged 8 “I thought it was brilliant will you do an Odyssey tape?” Jordan, aged 9

Positive student reactions to audio Iliad

Excellence Through Classics for

Elementary and Middle School

Levels (ETC) is a standing committee

of the American Classical League.

The purposes and goals of ETC are to:

• nurture and support the teaching of Classics at the elementary/middle school levels. • provide a forum for intellectual stimulation, dialogue, and development. • foster collegial collaboration among educators at all levels. • disseminate teaching materials appropriate to elementary curricula. • participate in conferences and seminars.

Jordan, and others, may be happy to know that work on a retelling of the Odyssey is already well under way. Schools and bookstores in Canada and the USA can order War with Troy: the story of Achilles and an accompanying 120-page Teacher's Guide from Cambridge University Press at: Cambridge University Press 100 Brook Hill Drive West Nyack NY 10994-2133 Fax: 845 348 4545 Or call: 800 872 7423 Story by: Will Griffiths Cambridge School Classics Project Faculty of Education, Cambridge University, United Kingdom Email: Director@CambridgeSCP.com

Students’ enjoyment of, and enthusiasm for, the story

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By: Dr. Kimberle Gray Bridgewater-Raritan Middle School Spring at Bridgewater-Raritan Middle School, located in Bridgewater, New Jersey, is the time for the bi-annual Latin Museum. The museum, developed by Dr. Kimberle Gray, represents the year-long efforts of the 8th grade Latin classes, who curate and present to the school community the culture projects created by 6th, 7th and 8th grade students. Students at every level of Latin at BRMS are assigned a minimum of one culture project per marking period. By year’s end, there are at least 12 categories of projects from which the 8th graders may select examples to include in their museum. Exhibits presented in 2005 ranged from Roman villa designs to beaded crepundiae/name necklaces to the Seven Wonders of the Ancient World (featuring a Great Pyramid of Giza cake and Lego Mausoleum of Halicarnassus). The 8th graders are completely responsible for curation of the exhibits, the set-up of the museum space (the BRMS library), promotion of the event, invitations to all administration and Board of Education members, and scheduling class tours throughout the day. Further, students act as tour guides and are expected to be fully knowledgeable about the exhibits which they explain to their visitors; other students assist in moving the tours along and maintaining an orderly environment. The 8th graders set up their museum based on the countries mentioned in the Cambridge Latin Course text. Each “country” featured exhibits pertinent to aspects of that country’s civilization. In addition to culture projects from the Latin curriculum, Bridgewater’s 8th

Showcasing student work via Latin Museum

grade PowerPoint Initiative was included to augment the museum; for instance, a PowerPoint presentation of the Library of Alexandria fit well in the Egypt section, and provided additional cultural context for visitors. The concept behind the Latin Museum was to provide a format for displaying the enormous variety of cultural materials featured in our curriculum, as well as to provide a venue for students to demonstrate their accumulated knowledge of the Latin language, Roman history, art and culture. By reaching out to the entire school, students are able to illustrate the relationship of cultural and linguistic topics with those of other languages studied at BRMS. In addition, the students include interactive exhibits for visitors to participate in, whether it be learning to inscribe their names in Greek letters on an ostracon, or helping to create “defixio” tablets. The concluding display table is an appropriate place to remind visitors of the importance of local museums to their community. In this way, the local production of our student-run Latin Museum extended into public action and connected the events in the visitors’ minds. The response from the school community to the Latin Museum has been enthusiastic. Each Museum presented has drawn over 500 visitors in a four-hour period. We have received letters of support from the Office of the Governor and from the Newark Museum. In the future, we hope to include contributions from other language classes to our museum, illustrating the continuity of ancient customs into modern times.

2005 Exploratory Latin Exam Awards

Exams Offered

1483

Exams Scored

1321

# of Schools 76 # of Awards 572 Summa Cum Laude

119

Magna Cum Laude

187

Cum laude 266 Participation Ribbons

1321

2005 National Myth Exam Awards

Exams Offered

9587

Exams Scored 9109 # of Schools 300 # of Awards 3586 *The Athena Gold Award of *Excellence

714

Silver Certificate

1284

Bronze Certificate

1588

Participation Ribbons

9109

39% of all participants received awards. *A special “Excellence Through Classics Medallion” was awarded to all students achieving a score of 96% or higher.

43% of all participants received awards.

PRIMA

“Mrs. Poerio’s exhibit is a model teaching

display, rich in context materials that engage

audiences of all ages..”

By: Cathy Scaife Latin Teacher, Lexington Catholic High School, Lexington, KY Vice President, Kentucky Classical Association Director, Ancient Coins for Education On the sunny spring weekend of April 22 – 24th , Zee Poerio, Latin teacher at St. Louise de Marillac School and Vice-Chair of the Excellence Through Classics, wove a celebration of three noble causes amidst an enthusiastic audience of 400 elementary students, their teachers and parents. In honor of 2005’s designation as the “Year of Languages” and the cause of National Latin Teacher Recruitment Week, Mrs. Poerio chose to highlight the American Numismatic Association’s “National Coin Week” with an exhibit of her school’s Ancient Coin Museum. Mrs. Poerio developed the Ancient Coin Museum under the guidance of the non-profit organization “Ancient Coins for Education” (ACE) which contributes coins to schools for their study and has coordinated coin donations for school museums. Mrs. Poerio’s exhibit is a model teaching display, rich in context materials that engage audiences of all ages. Thanks to a grant from ETC, I was able to travel from Lexington, Kentucky where I teach high school Latin at Lexington Catholic High School to share in this occasion and to delight in the enthusiasm of younger students for the ancient world. On opening day, all 400 elementary students listened in small groups to our presentations. To help students understand the origin of Latin pecunia “money” as pecus “beast,” and to set the context for the ancient coin exhibit, I shared my collection of “traditional” money, items from around the world that have been used for barter before or alongside the development of coins and currency. Each student received a cowry shell to

A Celebration of Riches – Ancient Coin Museum

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take home, and student volunteers had the opportunity to model a pigs’ teeth necklace and glass beads, display inscribed banana leaves and an African kissi penny, a form of money considered to have a soul. Scott Uhrick, a Director of ACE and ancient coin numismatist, traveled from Connecticut as a co-presenter, and followed with a literal “hands-on” exhibit of ancient artifacts, allowing students to carry around items such as clay tablets, oil lamps, and a glass vase as their eager classmates listened to his fascinating narration. All students then took a tour of the museum to whet their appetites for returning on Friday evening with their parents when they would also be able to listen to the dialogue of Greek goddesses (aka Mrs. Poerio’s Latin students!) a flute player, and a singer. Mr. Russ Bobkoski, a collector of coins from Roman Egypt, joined the exhibit. The hands-on displays of artifacts, traditional money, coin displays, and reproduction ancient helmets along with the opportunity to ask questions engaged the elementary students and their parents. Mrs. Poerio added great excitement to the evening with coin-related prizes, raffles, and a souvenir shop, and helpful parents refreshed everyone with cake and punch. On Saturday morning teachers gathered from St. Louise de Marillac and a total of five states for a workshop on using ancient coins in their classrooms. Mrs. Poerio inspired teachers by showing projects created by her students. Mr. Uhrick illustrated how coins, as ancient primary sources that students can experience outside a formal museum setting, are powerful teaching tools for topics in social studies or Latin classrooms.

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By: S. Stuart Davis In the summer of 2004, I taught a Latin language and culture class to 1st and 2nd graders through Ascanius: the Youth Classics Institute. The class was taught in both Augusta County and Alexandria, VA as a part of Ascanius’ LatinSummer program. This class specifically for 1st and 2nd graders was the youngest Latin program of its kind. After teaching Latin to first and second graders for four weeks - I was anxious to share my personal experiences and encourage others to embrace the idea of teaching Latin in the primary grades. In 2005, I was afforded the opportunity to share my excitement with other teachers at the 58th annual American Classical League Institute through a grant from Excellence Through Classics. I originally presumed that the purpose and main focus of my trip to Albuquerque would be my actual presentation. I am only a part-time Latin teacher only part time; my full time job is teaching kindergarten. I have taken numerous years of Latin and of course, have a refreshed knowledge of it and passion for it through my work with Ascanius - but, I was curious about what I would glean from my experiences at the American Classical League. First of all, I benefited heartily from seeing other Latin teachers relate to each other so amicably. Since Latin teachers spend most of their time as the solitary Latin teacher at their school, they are excited about seeing one another and sharing their ideas. This made me want to instantly possess a more positive and friendly attitude in my own school back home. I also noticed that Latin teachers live within a network of connections and long-distance friendships. Possessing few colleagues at their own schools, Latin teachers must make connections

It’s elementary, my dear – Latin for the littlest ones

A view from the Roman Forum

“Yes, they are active. Yes, they do have very short attention spans. But consider these as gifts rather than limitations.”

to ask the questions and engage in the discussions that my fellow kindergarten teachers and I have in the hallways after school. This network of connections helped me to realize that I, too, could search for connections outside of my school to better serve my students and myself. As I sat in numerous sessions remembering my Latin from long ago, the excitement and sheer enthusiasm of the Latin teachers around me was contagious. While I had just finished what I term to be a “very difficult year,” I, too, found myself getting excited not only about Latin but also my own impending September return to the classroom. Of course, after over two days worth of sitting in these intriguing session and noticing an increased enthusiasm in myself, I presented my curriculum for first and second graders. Having been a kindergarten teacher for the last year and having always preferred the primary grades, I have always heard about the “impossibility‚” of the little kids. I have heard my fellow teachers, parents, and strangers frequently tell me “How do you do it?” I am not sure why a child barely three feet tall could invoke absolute fear but I try to diminish the fear with information and education. I do it as a kindergarten teacher and as a Latin teacher. I began my presentation with a “little kid” introduction - information on what limitations and gifts first and second graders possess. Yes, they are active. Yes, they do have very short attention spans. But consider these as gifts rather than limitations. First and second graders are less like to be embarrassed about charades and more excited about participating in silly activities. They are also more likely to be tricked into playing a learning game.

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The benefits for teachers are immeasurable - you never have a moment to be bored. The trick is that you must work with them, not against them. Classroom decoration is especially important when teaching the primary grades. Since I approach my teaching of Latin with the background of a kindergarten teacher, I frequently take regular elementary education activities and transform them into Latin activities. When I taught the Latin class for first and second graders, I used all of my own classroom materials (color posters, the calendar, classroom labeling systems) and simply translated them into Latin. Because most students are familiar with this print-rich system of covering available inch with informational posters and cut-outs, they can just as easily use the translated version in the Latin classroom. All of my lessons and many of my materials came from the Ascanius handbook: Activitates Pro Liberis, Volume IV - Lessons Designed Specifically for Grades 1 and 2. Having sat through far too many conferences that lacked audience participation and led me to compose my grocery list and organize my purse, I made my descriptions brief and my pictures focused. I emphasized the importance of shortening traditional lessons used for the upper elementary grades, using games, and having at least one hands-on activity per lesson. Most lessons should include a whole group activity and discussion, a small written exercise and a longer hands-on activity. Students in the primary grades always have a longer attention span for an exciting hands-on activity

Presenter reveals how to involve the ‘littliest’ ones

“Classroom decoration is especially important

when teaching the primary grades.”

“Attending the American Classical

League Institute benefited me in two

different ways. First of all, my “Latin life” benefited from this

experience. I renewed my interest in Latin

language and culture through the informative

and interesting sessions.”

(especially if it involved food), but will never last very long with a written exercise or whole-group lecture. With each category of lessons, I provided the audience with the opportunity to participate in an actual “hands-on‚” activity that I had used to teach the first and second graders. Participants first constructed their own god/goddess paper bag puppets with markers and craft materials. Students (and Latin teachers) love this activity because it provides them with the opportunity for personal choice and expression. I also shared with my audience the secret of Latin Go Fish. Using special Latin Go Fish cards, the students can play the traditional game except they match cards with Roman numerals and Latin number words. I paired this lesson with another treat - aquariums made of blue Jello and gummy sharks and fish. I use this lesson to review the numbers (counting our gummies) and to teach the Latin names of sea animals. Lastly, I ended my presentation with an art lesson - mosaics constructed out of graham crackers, icing and fruit loops. I enjoyed the last remnants of the ACL Institute - the banquet and subsequent Latin sing-a-long. When I had the time to contemplate my experience at ACL Institute, I was awed by my renewed enthusiasm to return to my own classroom - I stopped short of starting a countdown to September. I was infected by the magical enthusiasm of the overjoyed Latin teachers at ACL. I also learned about their methods of teaching and organizations of outreach, which I have incorporated into my own professional life. Overall, attending ACL has made me a better teacher - in Latin and in Kindergarten.

PRIMA Page 14 of 20

I shared images illustrating the evolution of ancient coinage and the minting processes. Teachers had the opportunity to handle coins and look closely at their Latin inscriptions and images documenting cultural and religious traditions of Roman society and events of Roman history. Teachers received lesson plans and went home with sacks full of classroom resources, posters, coin publications, ancient beads from Mr. Uhrick, 4th century Roman coins from ACE, and an Roman archaeological simulation kit which I had assembled with tile, brick and marble fragments, scarab seals, beads, bones and seeds. On Saturday evening there was a “Show Me the Money” session for visitors to the museum to share their own numismatic stories and coin treasures from home, a sure sign of

Show Me the Money: An ETC Grant recipient reflects

By: James Sykes, Rhodes 'O6, President of of Eta Sigma Phi, a national honor society for classical languages. For the past eight years, the members of Beta Psi chapter of Eta Sigma Phi at Rhodes College, in cooperation with the Bruce Elementary School of Memphis, Tennessee, have been running an after-school program for students grades 1-5. This program focuses on teaching the students about the importance and excitement of ancient Greek/Roman culture. The students are taught aspects of these cultures through a variety of activities ranging from learning the Greek alphabet, to the telling of

Collaboration between Rhodes College and Bruce Elementary School in Memphis, TN.

Teachers gain hands-on experience with coins

“The benefits for teachers are immeasurable - you never have a moment to be bored ... The trick is that you must work with them, not against them.”

how well students and the community related to the Ancient Coin Museum experience. I was thrilled to be a part of this well-organized, multi-dimensionsl event. It was a marvelous example of how educational organizations, the business community, teachers, and parents, can work together to create enriching and authentic learning opportunities for students which in turn benefit all aspects of our society. Any teachers who would like to find out more information about the coin project sponsored by ACE should consult www.bitsofhistory.com/ace . Teachers who are interested in participating in a scholarship-funded seminar “Coins in the Classroom” sponsored by the American Numismatic Association” in December and July should check out http://www.money.org/AM/Template.cfm?Section=Teacher_Tool

mythological stories, to the creation of Roman coins “forged” from clay. At the end of the 2005 school year, we at Rhodes had the opportunity through an ETC grant of issuing to ten Bruce students a children’s novel dealing with antiquity. The students were encouraged to read over the summer in hopes of continuing their interest in the classics. The books included Brave Cloelia by J. L. Kirby, Greece! Rome! Monsters by John Harris, The Town of Hercules: a Buried Treasure Trove by Joseph Deiss, and Why Are You Calling Me a Barbarian? by Birgitta Petren. Story continues on page 15

PRIMA Page 15 of 20

Charles Lloyd, a member of the CAMWS Committee for the Promotion of Latin and Classics department faculty member at Marshall University in Huntington, West Virginia, has taken on the helm as editor of a new Latin pedagogical journal sponsored by the CPL, titled CPL Forum Online.

Lloyd is urging all teachers (especially elementary teachers) to consider writing articles for this new journal.

CPL soliciting articles for on-line journal

The Augusta County Institute for Classical Studies has a new name and a new look! On August 1, the Institute changed its name to Ascanius: The Youth Classics Institute. A new, more organized, and more useful website, www.ascaniusyci.org, accompanies the change. The Institute began as a small summer program in Augusta County, Virginia, and was instantly successful. At that time, no one could have guessed that

The students in our program vary in background, age, and reading levels; thus, the books we allocated to each student were based on these factors. The books were received with a great deal of excitement and enthusiasm. The leaders of the program from Rhodes College made arrangements for members of our Eta Sigma Phi chapter to contact each of the students via letter, phone call, and/or email to discuss with them their exciting

Ascanius announces new website

Classical summer reading encourages students

CPL Forum Online is eager for secondary

and elementary teachers to share their

own experiences

http://www.marshall.edu/classical-

studies/cplFORUM online.html

“I loved all of the fun and scary monsters in

the book!! It made it fun to read!”

Jonathan Williams, a sixth grade participant

.”

Lloyd noted that the majority of the articles in the first issue were written by teachers on the collegiate level. Thus, he is eager for secondary and elementary teachers to share their own experiences and best practices. Please preview the on-line journal here: http://www.marshall.edu/classical-studies/cplFORUMonline.html

over the next five years the Institute would introduce Latin to over six hundred students across the country. Since its inception in Augusta County, the Institute has expanded its vision and has become a major national nonprofit organization. Students in four states have now had the opportunity to attend a LatinSummer program and nine different states have expressed interest in hosting the program.

classical summer reading. All of us at Rhodes can not wait to begin the project with the children at Bruce again this semester, and, additionally we hope to provide them with more incentives to study the classical world. As some of our summer readers will return to us, we plan to build on the knowledge gained through their reading.