Classical Conferences and Meetings in 2014
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NB: As best as possible, we also note presentations by B-C authors.
ICC—Indiana Classical Conference
February 29–March 1, 2014
Butler University
Indianapolis, IN
Representative: Donald Sprague
Presentation:
"Academic Pub" Donald Sprague, Editor
CANE—Classical Association of New England Annual Meeting
March 7–8, 2014
St. Anselm's College
Manchester, NH
Representative: Donald Sprague
Presentations:
Friday, March 7
- "Order Matters" Jocelyn Demuth, author, Mendax: A Latin Card Game
- "Philoctetes the Hedgehog" Kenneth Kitchell, coauthor and series coeditor, Catullus: A LEGAMUS Transitional Reader
Saturday, March 8
- "Aristoi Achaion: Best of the Greeks" Bonnie Catto, author, Lucretius: Selections for De rerum Naturam, Latin Mythica, and Latina Mythica II (forthcoming)
- "Oral Storytelling in the Latin Classroom" Jocelyn Demuth, author, Mendax: A Latin Card Game
CAMWS—Classical Association of the Middle West and South110th Annual Meeting
April 2–5, 2014
Baylor University
Waco Hilton and Courtyard by Marriot
Waco, TX
Representatives: Allan and Marie Bolchazy, Bridget Dean, Donald Sprague
Presentations:
Thursday, April 3
- "Animals and Rites of Passage in Ancient Athens" Kenneth Kitchell, coauthor and series coeditor, Catullus: A LEGAMUS Transitional Reader
- "Reclaiming Ovid in Statius’ Silvae" Carole E. Newlands, author of the forthcoming BC Latin Reader An Ovid Reader: Selections from Six Works
- "Who was Marcus Caelius?" Jane W. Crawford, coauthor, A Cicero Workbook
- "Ovid’s Tristia 1.5 and 1.9: On the Issue of Unity" Helena R. Dettmer, coauthor, A Catullus Workbook; coeditor and contributor, Latin for the New Millennium, Level 3 and Latin for the New Millennium Latin 3: Select Latin Enrichment Readings
Friday, April 4
- "Romans, Gods, and Historians: A Look at Livy and Caesar" T. Davina McClain, author, Graphic Greek Grammar Cards
- "Menander on the Big Stage: Dyskolos in the Theater of Dionysus" Wilfred E. Major, coauthor, Plato: A Transitional Reader
- "Reading Proficiency in Latin: How to Teach It and How to Measure It" Sherwin Little, columnist for eLitterae
Saturday, April 5
- "Singing Sappho, from the Intimate to the Grandiloquent: Musical Settings of Sappho" Philip V. Barnes, conductor, Rome’s Golden Poets CD of choral selections
- Workshop: "Helping Students Make Connections Between Latin Texts" LeaAnn Osburn, coeditor and contributor, Latin for the New Millennium, Level 3 and Latin for the New Millennium: Latin 3 Select Latin Enrichment Readings; Donald Sprague, editor Bolchazy-Carducci Publishers and faculty Kennedy-King College; Elza Tiner, Lynchburg College
- "Mid-Century Modern Monarch: Swords, Sandals and Cleopatras" Gregory N. Daugherty, coauthor, To Be a Roman
49th International Congress on Medieval Studies
May 8–11, 2014
Western Michigan University
Kalamazoo, MI
Representatives: Laurel Draper and Adam Velez
ACL—American Classical League
June 26–28, 2014
College of William and Mary
Williamsburg, VA
Representatives: Allan and Marie Bolchazy, and Bridget Dean
Presentation:
- "Caesar the Unexpected" Rose Williams, author Caesar's Blood and Julius Caesar: Master of Surprise; coauthor Caesar: A LEGAMUS Transitional Reader and A Caesar Workbook among others.
- "Responsible Popularization: A Publisher's Perspective" Bridget Dean, Editor
NJCL—National Junior Classical League 61st Annual Convention
July 28–August 2, 2014
Emory University
Atlanta, GA
Representatives: Allan Bolchazy and Laurel Draper
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Important Classics Deadlines
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Feb. 21, 2014: Last day to request materials for the Eta Sigma Phi college Greek translation, Latin translation, and Latin prose composition contests.
Mar. 1, 2014: deadline to register for Exploratory Latin Exam
(Exploratory Latin exams may be administered at any point between October 1, 2013 and April 1, 2014.)
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The Colbert Report regularly proves itself a great, if indirect promoter, of res Latinae. The January 9, 2014 episode titled the New Jersey bridge scandal as "Chris Christie's Someone Else-a Culpa."
The bivalves of an oyster from the world-famous oyster cultivation area, the Marennes-Oléron along the Bay of Biscay on the Atlantic coast of France. Photo Courtesy of Wikimedia Commons.
A BBC feature story on Valentine’s Day discussed the ancient Greek origins of the belief that oysters are an aphrodisiac.
The BBC asked classicist Mary Beard of Cambridge University to comment on "The Public Voice of Women." As a lead-in to Beard’s comments, the BBC noted that the head of the International Monetary Fund and the US Federal Reserve are both women and that Angela Merkel, chancellor of Germany for a third term, is the most powerful political leader in the EU. Beard quoted Telemachus’s coming-of-age remark to his mother Penelope as indicative of the western world’s attitude towards women.
This painting of Penelope unraveling the shroud by Joseph Wright of Derby provides an interesting juxtaposition to Mary Beard’s discussion of the Penelope-Telemachus relationship. Photo courtesy of the J. Paul Getty Museum Open Content Program.
In the eighteenth century, Josiah Wedgewood of porcelain fame commissioned Wright to depict Penelope as “a tribute to female loyalty and industry.”
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The Pompeiiana Newsletter created and edited by Bernard Barcio ran from 1974 through 2003. The newsletter offered a place for Latin students to publish comics, stories, games, and articles, and was a beloved resource for Latin teachers. In 2008, Barcio granted Bolchazy-Carducci Publishers the rights for all of the Pompeiiana Newsletter. B-C is proud to serve as curator for this archive and has made the issues available for teachers, students, and friends of the classics. Check out http://pompeiiana.blogspot.com/
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Bolchazy-Carducci textbooks are now available through GooglePlay and MBS DirectDigital eBookstores. Each eBook offers a variety of tools to enhance the learning process.
What do B-C eBooks currently offer?
eBooks have the same content as our traditional books in print, with these enhancements:
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• Searchable
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Simple! When you are browsing through www.Bolchazy.com, any time you see GooglePlay or DirectDigital link, click on the link, and you will automatically be directed to a webpage where you can purchase the eBook.
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With the wicked weather that has swept across the nation resulting in more "school closed" days than the norm, your colleagues at B-C send warm wishes your way and positive energy as you strive to cover the missed material. Heaven knows, with a multifaceted subject like Latin, it's hard to do so under normal conditions.
B-C has consistently tried to be a leader in providing technological tools for Latin learning. In eLitterae, we regularly include information about the digital versions of our textbooks. Recognizing that vocabulary acquisition and retention is a perennial challenge for Latin teachers and their students, we’ve been hard at work partnering to develop new vocabulary resources for your students. We've partnered with the folks at gWhiz to offer vocabulary flashcards for Vergil and Caesar and for Latin for the New Millennium. The Vergil is ready for you to check out . . . Vergil’s AENEID: Selected Readings from Books 1, 2, 4, and 6 Vocabulary App. In the March issue, we’ll feature eyeVocab, a multisensory program for vocabulary learning that has been revolutionizing language classrooms from Tunisia to California.
In March, we'll also introduce a new column—Lynne West of Bellarmine College Prep in San Jose, California will discuss technology resources for the Latin classroom. Her Bolchazy-Carducci webinar last month drew a record number of attendees! You can read more about Lynne in this issue.
All best for the long haul from Presidents Day to spring break!
Donald Sprague
Editor
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In my last column, I alluded to the interrelationship between classical organizations and general foreign language organizations. I decided that it was a topic worthy of its own discussion, so I kept last month’s comments very general.
This division between classical and modern languages is historical, and it seemed logical to everyone that there be separate departments of classics and modern languages, even at the secondary level. I will leave it to others to trace the point where this changed but at some point classical and modern languages began to be combined into one department. This has now started to happen at the university level as a way to trim budgets. While we perceive our goals as different from those of modern language departments, the decision makers do not. In fact, maybe about ten years ago, I was hearing discussion about creating a comprehensive Language Department, which would combine classical languages, modern languages, and English into one.
Recently I have heard a renewal of the argument that we need to push for our independence, because what we do is philology, which is very different from developing communicative language skills. Your reaction to that sentence says a lot about your personal teaching philosophy. It doesn’t matter which side you fall on, as long as you have actually thought out your teaching philosophy. This will be a topic in a future column!
Different states, not surprisingly, have different realities when it comes to these types of organizations. In some states, the foreign language organization and the classical organization are separate, and rarely ever talk to one another. In some states the classical organizations function within the foreign language organization, or there may not even be a separate classical organization. Politics, money, and personalities all play into how your state is organized, and learning about that can be fascinating.
No matter how your state is set up, like it or not, the decision makers perceive us as part of the foreign language funding stream. When your state Department of Education is starting to work on curriculum revision or creating a task force, they will contact the state's foreign language organization as the representative, assuming that they will, in turn, interact with each individual language-specific association in the state. If your state classical organization does not have a working relationship with the foreign language organization, then it cannot represent your views and may, in fact, become adversarial in providing feedback or creating a document. On the other hand, if the officers of the foreign language association know who the classics representatives are and feel a collegial relationship, then your chances of having your input heard and heeded increase.
Your state foreign language organization is also your political action ally. Good state associations monitor legislation and work to influence decision makers. Some legislation is geared towards modern or critical languages, but we benefit any time positive light is cast on language study.
This discussion leads to a conversation I have had many times before with teachers who say "They don't have anything to offer me." And this creates a cycle that can be hard to break—why would you go to a meeting where there are no sessions of interest to classics teachers? If no one offers classics-related sessions, then the attendance of classics teachers will be low. If the attendance will be low, why offer classics sessions? I suggest we not only can break this cycle but we must do so. I also challenge my classics teacher colleagues to take a look at those sessions offered by our modern language colleagues. Often, the skills, techniques, and activities they discuss can be readily adapted to the Latin classroom.
Let me talk about the situation in Ohio, as an example, because it is what I know. Parts of this may not apply in your state, but some of it will. The Ohio Classical Conference (OCC) and the Ohio Foreign Language Association (OFLA) are separate organizations and have separate annual meetings—OCC in the fall and OFLA in the spring. OCC, like the other language groups, has a representative on the OFLA board, and I held the post for a few years. Even though the two organizations are separate, and thirty years ago there was pressure to consolidate (remember my earlier comment about politics, money, and personalities?), OFLA very much wants and encourages Latin teachers to belong and participate. I tried with mixed success to have Latin sessions at the spring OFLA meeting, which often took place in a different part of the state than OCC. A different time of year and different meeting location provided options. When the Ohio Department of Education undertakes a new initiative, OFLA has someone from OCC to contact. Despite these challenges, I successfully offered sessions at OFLA, either on Latin teaching or language teaching in general.
The same scenario occurs at the regional and national levels as well. There are Latin sessions at ACTFL and at some of the regional foreign language meetings because Latin teachers have joined and participated. I encourage you to be one of those people, as best suits your individual situation. Then join your state foreign language association if it is separate from the classical organization. Then contribute an article for the foreign language association newsletter or submit a session proposal for its annual meeting. Think of it as a trial run for a session you might want to bring to the regional and national classical organizations!
I would love to hear how well your state's classical and foreign language associations work together. If you have ideas that have worked, let me know and I will share in future columns.
Sherwin Little
Editor’s Note:
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Myth Is Truth: A Radio Series
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Last month we launched a new feature for each issue of eLitterae in 2014—one of Dr. Lou Bolchazy’s discourses on myth. Myth Is Truth, a series of interviews with Dr. Nancy Boyle as host and Dr. Bolchazy as comparative mythology scholar, was broadcast by WLUC, Loyola University Chicago, in 1977, and by WRRG, Triton College, in 1978. Bolchazy-Carducci Publishers takes great pleasure in providing these as free downloads for classicists and students of mythology across the globe.
In this engaging selection from Dr. Bolchazy's Myth Is Truth program, Dr. Bolchazy examines the sources of Judeo-Christian stories of creation. Discover that there is not just one, but countless stories of creation that appear in the Bible. Explore the mythological and theological roots that influenced the early Hebrews. Join our founder on a journey to unearth the stories of how the world was created—a journey not only educational, but highly engaging and enlightening.
A page from the seventeenth-century Armenian Bible illuminated by Malnazar and Aghap"ir in Isfahan, Persia. Based on Genesis 1–3, the illuminators place God the Creator in the upper left corner and depict the six days of creation in the medallions. The horizontal panels beneath God the Father tell the story of Adam and Eve. The Bible represents the vitality and religious autonomy of the Armenian community who had been forcibly moved from Julfa and resettled in Isfaha, the capital of the Islamic Safavid empire. Learn more about the Armenians of Julfa and their role in the empire. Photo courtesy of the J. Paul Getty Museum Open Content Program.
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Resources & Teaching Tips
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Living Language Study
The Polis Institute has a new promotional video up. The institute teaches Latin, Ancient Greek, and Ancient Hebrew as living languages.
Great Blog for Up-to-date Classics News
The Classical Association of New England has restructured its newsletter to a blog rich with resources, tidbits, and news about the classics. Check it out.
Carpe Caesarem!
Activities for the Ides of March!
By now we're all becoming a bit more comfortable with the AP* curriculum devoted to Caesar's De bello Gallico. In anticipation of the Ides of March and special classroom activities devoted to that famous day, we’re happy to provide some materials. Teachers are hereby granted permission to download these pdfs and make copies for their own classroom use. And, of course, we ask you not to make or distribute additional copies.
 For Latin 1 students, we invite you to use a reading from Caesar’s De bello Gallico adapted for Latin for the New Millennium, Level 1. Each lesson of LNM 1 includes a Latin reading adapted from a Roman author. Students are exposed to the Roman authors from the outset and develop a literary-rich vocabulary. The reading in Chapter 6 of LNM 1 presents Caesar as a "cultural reporter" discussing the Druids.
 For Latin 2 students we provide a rather sophisticated selection from Latin for the New Millennium, Level 2, Chapter 8. Lorenzo Valla, the great humanist and father of philology, likens the corruption of the Latin language to the Gauls and their capture of Rome in 390 BCE. We provide a comprehensive introduction to Valla and the passage. The reading on the "Elegance of the Latin Language" expects student comfort with the subjunctive system and such constructions as indirect commands, cum clauses, and indirect statement. Teachers, can of course, gloss the reading to meet their students’ needs.
 To complement the work of Latin 3 and Latin 4 students with Caesar's De bello Gallico, we offer a reading from Caesar's De bello civili. Excerpted from Caesar: A LEGAMUS Transitional Reader, Lesson XXII "Victory of Death: Labienus Insults Caesar and Swears an Oath" includes a review of cum clauses. As with all LEGAMUS texts, this lesson includes context for the Latin passage [DBC 3.87], vocabulary and notes—grammatical and literary as well as glosses and background information—on the facing page, some visual clues in a "Making Sense of It" version of the Latin followed by a "As Caesar Wrote It" original version, and questions that ask students to think about Caesar's style and his thinking.
This passage shows AP* students the post-DBG Labienus and can be used to help students develop their sight-reading skills (albeit with multiple aids!).
Caesar: A LEGAMUS Transitional Reader was designed to serve as a terrific text for a Pre-AP* Vertical Teams curriculum.
Tech Tips with Lynne West
Beginning with the March issue of eLitterae, each month creative and talented Latin teacher Lynne West will present tech ideas and resources for the Latin classroom. Lynne serves as chair of the Department of Modern and Classical Languages at Bellarmine College Prep in San Jose, California. For the last 13 years, she has taught all levels of Latin and is much respected for her success incorporating technology in the classroom. She has served on the faculty of the Taft Educational Center offering "21st Century Technology in the Latin Classroom." West earned her Masters in Classics from the University of California at Santa Barbara and her BA in Ancient Greek and Latin from the University of California at Los Angeles.
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Webinars . . . Carpe Caesarem Iterum!
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Reviewing the Caesar Selections Using Themes and Essential Questions
Tuesday, March 18, 2014 6:00–7:00 PM EST
Presenter: Mary Pendergraft
One of our most popular webinar presenters, Professor Pendergraft has been much praised for her webinars on the new AP Latin curriculum. This discussion of the Caesar selections will serve as a good resource for teachers preparing to conduct review activities with their AP students. Teachers will be equipped to use themes and essential questions for reviewing the Caesar selections and readily able to apply the same process to the Vergil selections.
Mary Pendergraft is a professor of classical languages at Wake Forest University where she serves as faculty sponsor for Eta Sigma Phi, the classics honors society. She was honored by the Classical Association of the Middle West and South (CAMWS) this past spring with an Ovatio, the organization’s highest award for service to CAMWS and the Classics profession. CAMWS celebrated Pendergraft’s efforts promoting the study of Latin in North Carolina and throughout the United States and for her work as Chief Reader for Advanced Placement Latin (2007–2011). In 2011, she was the recipient of the American Classical League’s Emerita Award. Pendergraft is a regular presenter at the ACL Institute and for various AP Latin workshops and conferences. She earned a PhD and an AB with honors in Greek from the University of North Carolina at Chapel Hill.
Caesar's Blood: The Burdens of the
Julio-Claudian Legacy
Tuesday, April 22, 2014 6:00–7:00 PM EST
Presenter: Rose Williams
This story and others like it can help us and our students gain insight into historical events. Our students need to realize that the people they encounter in Latin class actually lived and faced problems, just as they do. They also need to realize that the best biographers, even those who knew the persons well and who wrote brilliantly, can still give us only their own view of the people they study. Caesar's Blood, like the ancient histories of Sallust and Tacitus, tells the story of famous people facing the events of daily life and recreates what they might have thought and said, based upon what they actually did.
Rose Williams has taught Caesar for over thirty years in college and high school. She has authored over twenty books and maintains a popular website, www.roserwilliams.com. She is coauthor of A Caesar Workbook and Caesar: A LEGAMUS Transitional Reader. She authored Julius Caesar: Master of Surprise and Caesar's Blood: Greek Tragedy in Roman Life as accessible resources for high school Latin. Williams holds a BA from Baylor University and an MA from the University of North Carolina, Chapel Hill and did postgraduate work in Latin and the humanities at the University of Dallas and the University of Texas at Arlington. On a Rockefeller Grant, Williams did research at the Bodleian Library of Oxford University and at the University of Pisa, Italy.
What Equipment Do I Need for B-C Webinars?
To participate in Bolchazy-Carducci Publisher sponsored webinars you will need high-speed internet access, computer speakers/headphones, current web browser with updated “Flash Player”*, and the link to the webinar virtual meeting space, which is provided in your webinar invitation.
The upcoming, March and April, B-C webinars will be recorded. Attendees will receive a copy of the presenters notes and a link to the recording of the webinar.
Webinars Make for User-Friendly Professional Development
Participation is free. All webinars provide opportunity for participants to ask questions. Learn lots—attend as many presentations as you can. Bolchazy-Carducci Publishers provides documentation for your participation. You can share this with your supervisors. Many webinar presenters provide handouts, etc.
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Special Discount for eLitterae Subscribers
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Benita Kane Jaro’s historical novel The Door in the Wall presents the world of Julius Caesar through the eyes of a young Roman politician buffeted by the destructive forces of the civil war and conflicting ties to his beloved teacher Cicero, to Pompey, and to Caesar who has come to dominate the politician’s life.
249 pp. Paperback ISBN 978-0-86516-533-5
$12.00 35% discount $7.80
Caesar: A LEGAMUS Transitional Reader serves as a comprehensive introduction to Julius Caesar and his writings and an ideal component for a Pre-AP* Vertical Teams curriculum. Students using this text in third year Latin will be well prepared for an AP* course—comfortable with Caesar’s style and vocabulary having read Latin from both of his Commentarii and familiar with the range of Caesar’s accomplishments. Only the first selection from De Bello Gallico overlaps with the AP* syllabus required selections.
$29.00 35% discount $18.85
A mature but accessible Latin, a narrative brimming with historical significance and fascination: these were once touted as obvious advantages of reading Caesar's Bellum Gallicum. A change in sensibilities, however, read Rome’s brutal invasion and conquest of northern Europe as problematic, if not disturbing. But questions about the validity of Rome’s actions—and of Caesar's, especially in his later Bellum Civile—are precisely what make these commentaries compelling to read and to discuss.
W. Jeffery Tatum
xl + 206 pp. Paperback ISBN 978-0-86516-696-7
$19.00 35% discount $12.35
Adapted from Caesar's De Bello Gallico, this graded reader details an exciting episode of the Gallic campaign, Caesar's Invasion of Britain. Caesar provides a vivid and engrossing account of these campaigns that played a critical role in the histories of both Rome and Britain. Straightforward Latin and the compelling subject matter make this an ideal graded reader.
W. Welch and Charles George Duffield
120 pp. Paperback ISBN 978-0-86516-334-8
$21.00 35% discount $13.65
(This offer is valid for one copy, prepaid, no returns, special price is
not available to distributors. This offer expires 03/15/14)
Make sure to mention that you are an eLitterae subscriber if you place your order by phone or fax. If you place your order via www.BOLCHAZY.com, enter coupon code eLit0214 on the payment page. The special eLitterae offer pricing will be charged at checkout.
*AP is a registered trademark of the College Entrance Examination Board, which was not involved in the production of, and does not endorse this product.
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