|B-C's Special Distance Learning Page with Complimentary Materials|
|In response to school closures due to COVID-19, Bolchazy-Carducci Publishers is making a variety of materials available to the classics community in order to ease the transition to distance learning. Please see our new Distance Learning page to freely access downloadable packets of fair use excerpts from our books as well as some fun mythology-related activities.|
Live Auctioneers showcase Mad Magazine’s version of Nero fiddling.
The Onion reveals true source of Giannis Antetokounmpo’s prowess.
Giannis Antetokounmpo of the Milwaukee Bucks before the game against the Washington Wizards on January 15, 2018 at Capital One Arena in Washington, DC. Photo by Keith Allison, Wikimedia Commons, Share Alike 2.0 Generic.
Amazing Coliseum made from watermelon. Kudos to Liz Anderson and students.
Theophany of Neptune in storm-driven waves off English coast.
|Beginning the Second Decade of Complimentary Professional Development|
The following is a tentative schedule. We plan to add a fourth webinar for later in the fall.
NB: In order to adapt to presenters’ teaching schedules, we have made adjustments. The first webinar begins later in the evening while the third webinar is on Wednesday and not Tuesday.
Tuesday, September 14, 2021, 7:30–8:30 pm ET Note Time!
Lumina: Caesar and Vergil Selections—Insights from the Teacher behind the Exercises
Presenter: Patrick Yaggy, BASIS Tucson North,
B-C was pleased to engage Patrick Yaggy, master teacher and veteran AP Latin teacher, to help develop the Lumina set of exercises and activities for the Caesar and Vergil selections on the AP Latin syllabus. Yaggy will reprise last fall’s seminar and share the principles and rubrics he used in constructing Lumina: Caesar and Vergil Selections as he provides an overview of its components including the free response questions and the practice exams. He will also explain the updates made to the program for the 2021–2022 school year. Attend this webinar, get an inside peek at Lumina’s development, and learn about this valuable learning resource.
Patrick Yaggy has taught high school for over twenty years. He began in Gwinnett County, Georgia, where he established the Latin program at North Gwinnett High School, and now teaches at BASIS Tucson North in Tucson, Arizona. He has taught all levels of Latin throughout his career, including fifteen years of experience with the various iterations of the AP Latin curricula. Yaggy earned his BA and MA in Latin from the University of Georgia. He authored the Latin textbook The Thebaid of Statius: The Women of Lemnos (Bolchazy-Carducci Publishers, 2014). Yaggy currently serves at the Chair of the ACL Mentoring Program and is the Arizona JCL Certamen Chair.
Tuesday, September 28, 2021, 6:00–7:00 pm ET Regular time!
Actionable Steps toward Creating Inclusivity
Presenter: John Bracey, Belmont High School, Belmont, MA
Master Latin teacher John Bracey shares a set of recommendations that teachers can implement in order to make their Latin classrooms and courses more inclusive. Indeed, these suggestions will contribute to a more welcoming environment and effective learning community for all students. Bracey will draw on his own experiences as both a Latin student and teacher of color.
John Bracey has been a Latin teacher at the middle school and high school levels in Massachusetts since 2010. He has a BA in Classics from the University of Massachusetts at Amherst and an MA from Boston College. He has taught Latin exclusively using Comprehensible Input for the past few years. He has worked to diversify the Latin curriculum, adding more representation of people of color, various ethnicities, and other examples of diversity through the careful selection of course resources. John leads workshops around the country for language teachers of all kinds. He is also the 2016 Massachusetts Latin Teacher of the Year.
Follow him on Twitter @MagisterBracey and check out his blog.
WEDNESDAY, October 20, 2021, 6:00–7:00 pm ET Note day of week!
An Author’s Advice on Maximizing the Aural/Oral Components of Latin for the New Millennium
Presenter: Terence Tunberg, Latin for the New Millennium Coauthor, University of Kentucky
Let an accomplished educator and living Latin enthusiast gently walk you through the aural/oral opportunities presented by Latin for the New Millennium, Levels 1 and 2. Coauthor, Dr. Terence Tunberg, will set you at ease as he provides various suggestions and strategies for implementing or enhancing the spoken Latin component of your classes. He will share with you the bounty of aural/oral activities and exercises in the LNM Teacher Manuals and demonstrate how teacher-friendly they are!
Terence Tunberg, coauthor of Latin for the New Millennium, Levels 1 and 2, is a world-renowned Neo-Latinist and scholar of Latin literature through the ages. He is especially esteemed for his enthusiastic promotion of active Latin. The celebrated Conventiculum Latinum Lexintoniense—the Conversational Latin Seminar held each summer at the University of Kentucky—has spawned a network of similar programs across the country.
Tunberg earned his BA and MA in classics at the University of Southern California, did postgraduate research and doctoral work in medieval studies at the University of London, England, and earned a PhD in classical philology from the University of Toronto, Canada. Tunberg is a professor in the Department of Classical Languages and teaches in the Honors Program at the University of Kentucky. Tunberg received a BA and MA in classics from the University of Southern California and a PhD from the University of Toronto. He also studied at the University of London's MA Programme in Medieval Studies and Ancient History. He has published widely on medieval and neo-Latin and is founder of the electronic Latin journal Retiarius.
Tunberg is the coauthor with Milena Minkova of Latin for the New Millennium, Level 1 (Bolchazy-Carducci Publishers, 2008), Latin for the New Millennium, Level 2 (Bolchazy-Carducci Publishers, 2009), and Reading Livy's Rome: Selections from Books I-VI of Livy's Ab Urbe Condita (Bolchazy-Carducci Publishers, 2005); Tunberg is the cotranslator with Jennifer Morrish Tunberg of The Giving Tree in Latin: Arbor Alma (Bolchazy-Carducci Publishers, 2002), Quomodo Invidiosulus nomine Grinchus Christi natalem Abrogaverit: How the Grinch Stole Christmas in Latin (Bolchazy-Carducci Publishers, 1998), and Cattus Petasatus: The Cat in the Hat in Latin (Bolchazy-Carducci Publishers, 2000).
Editor’s Note: The Conventiculum Latinum Lexintoniense is now celebrated twice a year online. Those interested in taking part should contact Professor Tunberg at firstname.lastname@example.org.
|Bolchazy-Carducci Publishers is pleased to provide complimentary webinars on a variety of subjects, especially pedagogical, of interest to classicists. Some webinars are geared to the Latin for the New Millennium program and to topics generated by the AP* Latin curriculum.|
Read eLitterae or follow us on Facebook and Twitter for the announcement of our winter/spring series of free webinars.
Please note: The Bolchazy-Carducci Publishers Webinar Program is intended to be a live interactive endeavor in which presenter and attendees ask questions, make comments, seek clarification, share examples, etc. Thus, by design and in order to protect the presenter’s intellectual property, B-C does not make recordings available to non-attendees. B-C encourages those interested in a given topic or presenter to plan to attend the live webinar.
If you have suggestions for webinars, please contact Don Sprague.
What Equipment Do I Need for B-C Webinars?
To participate in Bolchazy-Carducci Publishers sponsored webinars you will need high-speed internet access, computer speakers/headphones, current web browser, and the link to the webinar virtual meeting space, which is provided in your webinar invitation.
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.
|Bolchazy-Carducci Publishers provides eTextbooks on a variety of eBook platforms. Bolchazy-Carducci textbooks are available through VitalSource, GooglePlay, Chegg, RedShelf, Adams Book, Follett, MBSDirect Digital, and ESCO. Each eBook platform offers a variety of tools to enhance the learning process. eBooks have the same content as our traditional books in print.|
You can read eBooks on a Mac, PC, iPhone, iPad, Android, or a variety of eReaders. Review the eBook providers specifications.
|With August, we have come to the end of the 2020–2021 Roman Calendar—and the final image signifying the end of Aeneas's journey. The deadline for requesting a print copy, unfortunately, has passed. However, as has been our custom, one will be able, in September, to download the calendar from the B-C website.|
The final image of the 2020–2021 calendar symbolizes Aeneas's arrival in Latium with an artifact from Rome. A piece of gold glass found in Rome's catacombs, this month's artwork features a variety of Jewish symbols: torah scrolls in an ark, menorot, a shofar, and an etrog (citron). The accompanying inscription reads: CI BIBAS CVM EVLOGIA CO...P. While the beginning and end of the Latin text are fragmentary, "bibas cum eulogia" translates to "may you drink with praise.
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This issue arrives in the midst of the return to school. Some of you are fully settled in. Others are preparing for the great return. All of you are concerned about your students’ retention from lessons in the Covidian fog as well as about the safety of school this year in the midst of the delta variation. To all of you, all of us at Bolchazy-Carducci Publishers send positive energy and good wishes for a great year!
Should questions arise about one of our texts, please don’t hesitate to reach out. Our classics-trained editors welcome your inquiries.
For those of you using, planning to use, or curious to learn more about Lumina for Caesar and Vergil Selections, mark your calendars for a webinar presented by Patrick Yaggy, the veteran teacher of AP Latin who developed this special online learning activity for the AP Latin curriculum. On Tuesday, September 14 at 7:30 pm ET [note the later time! A departure from our usual starting time] he will reprise last year’s webinar with commentary about the updates in place for the new school year.
The publication of our first novellas this past year has had all of us aflutter! Thus, you’ll understand what a delight it was to watch a robin nest on our back porch and then nurture her three wee ones. I predicted she would knock the fledglings from their nest in the next week and sure enough, three days later they were gone! A harbinger for the start of school?!
Speaking of novellas, do check out this issue’s interview with Professor Christopher Bungard, who discusses his novella set that will introduce novice Latin readers to the world of Roman theater. Bungard’s Explore Latin: Ludi Scaenici is due to debut this fall. You’ll love its magnificent full-color photographs drawn from Rome’s material culture.
In this first issue of the 2021–2022 school year, master Latin teacher and educational consultant Lynne West shares tips for establishing a routine for starting strong. She’ll also offer teaching tips in several issues this year. With the September issue, we’ll offer the first of seven short stories to accompany Latin for the New Millennium. Each story penned by Emma Vanderpool will be composed to complement LNM’s unit reviews. The stories will provide reinforcement of the grammar and syntax from each review unit’s three chapters and will employ the vocabulary of the corresponding chapters. Pretty cool!
May I offer a little teaching tip for the various links provided in the “Teaching Tips and Resources” section? You might consider assigning them to students to read, process, and then present a synopsis of key points and information to the class.
Again, all good wishes for a terrific year from all of us at B-C!
|Teaching Tip: Creating a Routine to Start Strong|
As we prepare to start another school year and our attention lingers on the continually growing to-do list, I want to focus on the important task of developing routines. During the first weeks, we teach many routines that help us do our work more efficiently and help students get the most from our classes. In this column, I’m going to focus on developing an opening routine for a class.
Take a moment to think about the students who walk into your classroom each period. Do they bring enthusiasm and energy to the classroom? Are they still pondering their previous lesson or perhaps the test they just completed? Our students walk into our classrooms at differing levels of focus, readiness, and energy. A lesson gets off to a great start when students’ minds are focused and ready to engage in the learning, when they are interested and excited about the topic, and when they have a sense of how the day’s goals fit into the broader context of the course.
Establishing a general routine to use daily at the beginning of a lesson goes a long way toward helping students focus and get ready for the learning. Ideally, the basic structure of the routine remains the same from day to day. Here’s one example that is general enough to be useful each day and also offers flexibility. During the passing period, the teacher greets and checks in with individual students. A couple of minutes before the start of class, the teacher uses a quiet signal and directs the students’ attention to a slide displaying the instructions for a short warm-up activity. The students complete the warm-up activity individually in their notebooks. Teaching students to come into the room, check the board for the warm-up task, and get to work on it independently gives the teacher a few precious moments at the start of the period to transition to the lesson ahead and take care of administrative tasks like attendance, etc.
There are so many variations on what the warm-up activity can look like. I like to include a mindfulness technique as well as something content related. Here are some that can be used at any time throughout an instructional unit:
- Use a quotation or a photo of a work of art and have students do a brief writing assignment articulating how they react to it. Depending on the prompt selected, this activity could serve to establish prior knowledge, review prior learning, or set the context for learning.
- Ask students to reflect on learning from prior classes. A teacher might ask students to create a summary of what they learned in a prior class.
- Ask students to write out all that they remember from the last lesson.
- Project an image and ask students to write a list of all the Latin words that come to mind.
Once the class has completed the warm-up activity, it’s a great time to share with students what the day’s lesson will look like. This could mean looking at the objectives or goals and/or providing an overview of the agenda. At this point, students are more focused and better prepared to encounter the new lesson.
Sunodia Educational Consulting
|Interview with Christopher Bungard, Author for the B-C Explore Latin and Encounter Latin Novella Series|
DES: Please share with us how you became attracted to the Roman theater.
CB: I had done some theater stuff in high school, and I especially enjoyed comedies. Initially in my undergraduate studies at Denison University, I had not thought about doing stuff with the theater, but in my senior year, I had the good fortune to take a class on Plautus in Latin with Garret Jacobsen and Aristophanes in Greek with Timothy Hofmeister. That transferred over into graduate school at the Ohio State University, where I had a chance to take another course on Plautus with William Batstone and another on Aristophanes with Victoria Wohl, and I think that is where the seeds for my love of ancient theater really started to take hold. In my second year, William Anderson came to OSU as a visiting professor, and I enjoyed his course on Terence. As I was thinking about what to do for my dissertation, I remembered this lingering interest in Roman theater that went back to the end of my undergraduate time and the beginning of my graduate time.
DES: Have you performed in any plays from ancient theater?
CB: Thanks to the SCS (Society for Classical Studies) Committee on Ancient and Modern Performance (CAMP) and the newly formed CAMWS (Classical Association of the Middle West and South) Theater in Ancient Greece and Rome (TiGR), I have enjoyed the opportunity to act in some ancient performances, and I even got to direct a production of my translation of Plautus’s Truculentus. I find that acting out ancient theater is a great way to think about these ancient plays in dynamic ways, and I have even used performance in many of my classes. Students really get into theater when they have a chance to see it, and performing it for oneself is such a deep and meaningful way to get into the head of these characters and to bring them to life.
DES: What motivated you to become an author for B-C’s Explore Latin and Encounter Latin novella series?
CB: I see this series as a really exciting opportunity to get young people interested in Latin language and Roman culture, and I hope that many young people reading these books will think about continuing to learn Latin well after it is “required” of them. Roman theater is such a rich cultural space for thinking about the experiences of non-elite Romans, and I find the characters of Plautus’s comedies fascinating.
DES: What’s your vision for your four novellas in the series?
CB: Each book will follow a family from the Aventine hill. There are three children in the family, and each book follows the perspectives of one of the children as they venture down the Aventine, passing the Circus Maximus, on their way to the Palatine and the steps of the Temple of the Magna Mater to go see a play from Plautus. As the difficulty of the books increases, we move up from the youngest boy, Titus, to his middle sister, Fulvia Minor, and then to the older sister, Fulvia Major.
Mom and dad also have interesting pasts as formerly enslaved people who are now freed and running a shop that makes and repairs wagon wheels. Dad was enslaved when the Romans took Tarentum in the Second Punic War, but mom was born to an enslaved Punic woman, taken during the First Punic War. I wanted the family to have a complicated story so people could come to appreciate the mixture of languages and ethnicities that would have been swirling around the city of Rome in the early second century BCE.
Each book will also contain some Latin directly from a play of Plautus as the kids and their parents watch the hijinks of the play itself. Plautus’s Latin is different than that of Cicero, Caesar, and Vergil that most students are exposed to early, and I want young Latin learners to have a taste for the variety of Latin out there.
DES: In what classes or levels do you envision the novellas being used?
CB: I have tried to write these in a way that would be appropriate for early high school or even late middle school students, but also of potential interest for college students. As such, I have tried to provide materials that can open up conversations around the realities of ancient slavery and the dynamics between men and women in ancient Roman society.
DES: How did you come to study the classics?
CB: I like to say I was tricked into it. I had to choose a language in high school, and a friend with older siblings said the Latin program was great. So I chose Latin at my public high school, and I benefitted from the fact that the Stow-Munroe Falls JCL program had a sixteen-year streak going as Ohio state champions. I got very involved in my school’s JCL program, helping to ensure that we stretched that streak out to twenty straight years, and that cemented my love of the Latin language that I continued into college thinking that I wanted to teach high school Latin. My undergraduate experience—thanks to tremendous mentors—shifted that interest to teaching at the college level, and I have been very fortunate to be able to smoothly pursue that path. It has been a tremendously rewarding undertaking.
DES: What do you enjoy most in pursuing your interest in Latin and things Roman?
CB: The Roman world is simultaneously inspiring and horrifying. They built such tremendous monuments that simply leave you gob-smacked, but they also ruthlessly strung people up on crosses and let them rot as a visual threat to those who would oppose them. I find it really interesting to try to navigate this tension as I think more and more about what role Latin and Roman culture has in informing our own futures.
When you get beyond the small pool of Latin authors—from a roughly one hundred year span—that most people primarily study, Latin literature itself also continues to grow in its diversity of experiences and viewpoints. I find it interesting to think about what people like Plautus and Terence, both from lower-status backgrounds, had to say about the world in which they found themselves immersed.
DES: What advice would you give someone starting out as a new Latin and/or Greek teacher?
CB: Get your students reading longer passages as quickly as possible. They don’t have to be complex, but since our goal is to help students read Latin, the quicker we can get them thinking about the flow of a thought, the better. As silly as it seems, getting comfortable with those pronouns is such a useful thing as we get into longer narratives, but we teach them later, and students are generally nervous about the things they learn later.
If you can find a text with some Roman theater in it (Latin or English), the give and take between characters can really be helpful in reminding students that Latin was a language that real people used to talk about their lives. The more we can help students remember that, the more “alive” the language feels, which can perhaps give students a sense of why they should care about this “dead” language.
Christopher Bungard hails from the Buckeye State, where he earned a BA from Denison University and both his MA and PhD at The Ohio State University. He is a Professor of Classical Studies at Butler University in Indianapolis, where he has taught since 2008. Dr. Bungard's research looks broadly at humor and theater from the ancient world. He has published on laughter in the Homeric Hymn to Hermes as well as several articles in English and Italian on the role of clever slaves in the comedies of the second century BCE playwright Plautus. He is also interested in the ways that ancient theater continues to speak to the modern world, such as the enduring themes of Medea's story, connecting her experience with music in the modern world. His interest in humor stems from its ability to encourage us to think about gaps in a world that we may think is perfectly whole. Humor exposes our values and prejudices, and it allows us to find alternatives when discussions founder along the lines of beliefs that may seem ”natural” and ”normal.” He teaches a broad range of Latin author courses as well as classes in translation on ancient drama, ancient law, and epic poetry. A National Endowment for the Humanities grant resulted in the development of the first year seminar, “Why Is It Funny?”
Professor Bungard’s contribution to B-C’s Explore Latin series, Ludi Scaenici, will be available this fall. Watch for an announcement on social media and in eLitterae.
|Teachers & Students Love B-C Novella Series|
Designed to engage and delight novice and intermediate learners, these Latin readers use limited, high-frequency vocabulary and copious images to support comprehension. The debut titles in the Explore Latin and Encounter Latin series focus on the world of Roman augury—entirely in Latin!
The nonfiction text Explore Latin: Avēs offers an immersive introduction to the significance of birds in Roman culture and religion. This “pre-reader” pairs perfectly with the Encounter Latin novella, Augury Is for the Birds, which delves deeper into the ins and outs of augury and its role in ancient Rome. The second novella in the Vanderpool series on augury, Under His Father’s Wing: Marcus de Auguribus Discit, reached shelves in June. Have these books graced your classroom?
This fall sees the launch of the second B-C novella series with Professor Christopher Bungard’s Explore Latin book, Ludi Scaenici
Great gifts for the young Latin learner in your life!
Marvelous reading resources for your Latin 1 classroom!
Editor's Note: CANE Wiencke Teaching Award Winner Matthew Katsenes has developed a directrix legendi for Augury Is for the Birds: Marcus de Avibus Discit.
|Teaching Tips & Resources|
|► Social Justice|
• Special mosaic exhibit documents color in ancient Rome.
• Coloring Greek and Roman sculptures at the Met.
• Reflections on skin color and diversity in Rome.
• Women in ancient Greece gained status through priesthood.
• The strong Spartan women of ancient Greece.
• Babylonian tablet reveals mathematical understanding a millennium before Pythagoras.
• Record 17,000 stolen artifacts repatriated to Iraq.
• In praise of Howard University’s Frank Snowden, Jr.
• New history effects new understanding of Ethiopia and medieval Europe.
• Ancient African scripts challenge western notions of literacy.
► Res Romanae
• Boundary stone found.
• Palace garden in Croatia preserved ancient necropolis.
• Verona cinema covers “mini-Pompeii”!
• GPR technology and Falerii Novi.
• Huge basilica in Israel yields statues of Tyche and Nike.
• Roman road revealed beneath Venetian lagoon.
• Highway construction helps reconstruct life at Roman Cataractonium.
• Roman relief may represent a hybrid deity.
• Tunnels beneath the Coliseum now open to the public.
View of underground area of the Coliseum.
Photo courtesy of Wikimedia Commons,
Share Alike 3.0 Unported.
• Thermopolium at Pompeii readied for visitors!
• Roman snack food.
• The ever-fascinating garum
► Res Hellenicae
• Fathers and sons—insights from the Greek epics.
• Examining the Laocoön statue group.
• The caryatid hair project.
• Under-the-bed treasure—ancient Greek crown of gold!
• Another Trojan horse or traces of the real thing?
• New findings at Temple of Artemis.
• Concrete woes at the Acropolis!
• Byzantine jewel on the Acropolis.
• Will the Parthenon sculptures ever come home?
• More on the first computer.
• Evolution of the Greek alphabet.
• Rare Greek helmet found in Croatia.
• The peregrinations of the Piraeus lion.
• Mendelsohn reflects on translating Homer.
• Tracing the changes in the Games from Olympia to Tokyo.
Panoramic view of stadium at Olympia, Greece.
Photo by Kevin Chan, Wikimedia Commons, Share Alike 3.0 Unported.
• Women of ancient Greece established their own games—the Heraean Games.
• Female Olympian—Kyniska of Sparta.
• The Medieval metamorphosis of the Olympic
► Res Aegypticae
• Check out the interior of Saqqara’s tombs.
• Spectacular 4,500-year-old wooden statue amazes.
• Farmer finds inscription commemorating King Apries.
• New museum honors Egyptologist Champollion, who deciphered hieroglyphics.
• Fruits from 2,400 years ago preserved in Egyptian city.
• An aphrodisiac food fit for a pharaoh.
► Res Aliae
• Mysterious game pieces found at Tel Kadesh.
• Mummified medieval sheep yields DNA.
• Largest ever Mayan building discovered.
• 25 fantabulous archaeological finds.
|Fall 2021 Classical Conferences and Meetings|
Bolchazy-Carducci Publishers is pleased to be exhibiting in-person or virtually at these conferences of the new academic year.
October 14–16, 2021
Heldrich Hotel and Conference Center
New Brunswick, NJ
Representative: Donald Sprague
The 58th annual CAES Institute will be held virtually
on Friday, October 15, 2021
B–C will participate in the Virtual Exhibit Hall.
|Lumina: Received to Much Acclaim from Students and Instructors|
Available to accompany Latin for the New Millennium and Caesar and Vergil Selections and as a standalone, comprehensive Latin course, Artes Latinae!
Lumina: Caesar and Vergil Selections
offers online interactive exercises to accompany Caesar: Selections from his Commentarii de Bello Gallico
and Vergil’s Aeneid: Selected Readings from Books 1, 2, 4, and 6
. Hundreds of automatically-graded multiple choice questions promote close reading of all selections and provide students with immediate feedback. Copious free response questions ensure that students have the tools to thoroughly analyze Latin passages for grammar, style, and historical context. Practice exams, flashcards, and supplementary exercises allow for further review and assessment.
An ideal learning tool, for online or in person classes, that provides exceptional AP Exam prep!
Lumina for Latin for the New Millennium is an easy-to-use online interactive tool featuring a multitude of practice and review materials. With its guided activities and self-grading exercises, Lumina provides students with immediate feedback and frees up class time for translation, aural-oral work, discussion, and other student/teacher interactivity. Lumina is both student- and teacher-friendly!
To learn more, visit the Lumina
for Latin for the New Millennium product page
and watch the overview video
Fully Interactive Online Introductory Latin Course for Today’s Student
For those intending to learn or review Latin on their own, at their own pace, Artes Latinae has long provided all the tools necessary to achieve a firm grasp of the language. Now, the self-teaching Latin course is available as a fully interactive online program, Lumina for Artes Latinae. Receive immediate feedback while progressing through the audio- and image- enhanced frames—anytime, anywhere, on an internet-enabled device. This course is a great option for college-level summer study or course scheduling conflicts.
Each level of Lumina for Artes Latinae is equal to a semester of college Latin study. Students who have finished Levels 1 and 2 are ready for reading courses.
|eLitterae Subscribers Special Discount|