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Spring/Summer 2013

PRIMA

Volume 17, Issue 2 Newsletter for the Excellence Through Classics (ETC), a standing committee of the American Classical League (ACL)

In 2012, 44% of all National Mythology Exam participants received awards.

THE NATIONAL MYTHOLOGY EXAM TOPS 10,000 BENCHMARK Administered since 1989, the NME is offered to students in elementary, intermediate, middle and high school grades three through twelve. Students from approximately 400 schools from around the country and several foreign countries participate. This year proved to be yet another banner year for the National

WHO CAN TAKE THE EXAM

Mythology Exam which just concluded its 24th annual competition offering.

The NME exam is administered by Excellence Through

Classics, a standing group of the American Classical League for the

Grades 3­4: Students MUST take first 30 questions on Greek and Roman mythology and MAY choose to take other subtests.

promotion and support of elementary, middle school, and introductory classics programs. The NME is the ETC’s committee largest undertaking.

Grade 5: Students MUST take basic 30-item exam, PLUS 10 questions on the theme “Transformations.” Students MAY choose to take other

This year’s thematic unit for study was “Perseus and Mythological Monsters.”

subtests.

On the classical front, sub-categories of interest included

exploring Book 23 of the Iliad, Book 12 of the Odyssey and Book 3 of

Grades 6­9:

Virgil’s Aeneid.

questions on the theme “Transformations,” PLUS at least one 10-item

Students were also able to select to take literary sub-

Students MUST take basic 30-item exam, PLUS 10

literary subtest of their choice: the Iliad, the Odyssey, the Aeneid, African,

tests in African American, Native American and Norse myths.

Native American or Norse myths. The 2014 administration of the NME will highlight the theme, “Transformations.”

Sub-tests will be focused on the following texts:

Book 24 of the Iliad, Book 23 of the Odyssey and Book 1 of the Aeneid. As in past years, there will be African American, Native American and

*Grades 10­12: Students must take basic 30-item exam PLUS 10 questions on the theme “Transformations.” Students MUST take at least one 10-item CLASSICAL literary subtest of their choice: the Iliad, the

Norse myth units of study as well.

Story continues on page 6

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SUMMER 2013

PRIMA

The University of Memphis, also called the U of M, is an American public research university located Memphis, TN. The school will host this summer’s 2013 ACL Institute

VERGILIAN SOCIETY OPENS ITS DOORS TO SECONDARY STUDENTS THROUGH GRANT APPLICATION-PAGE 5 Grants will cover room and board at the Harry Wilks Study Center at

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the Villa Vergiliana, for a teacher and group of students for a week of summer study in Italy. The staff will assist in arranging visits to a selection of Greek, Roman sites in the area

CELTIC ACADEMY RECEIVES ETC GRANTPAGE 6 CELTIC Academy in KY pursued a unit of study on mythology and later took the NME Exam thank to ETC funds.


From the Chair: Inspiring others to connect, collaborate 2013 American Classical League Institute at the University of Memphis.   The board of Excellence Through Classics will again be offering a presentation focusing on the utilization of technology in teaching, All Hands on Tech: Expanding the Reach of the Latin Classroom, coordinated by ETC ViceChair Michelle Ramahlo. The teaching tools to be emphasized are all mobile-device friendly and include Poll Everywhere, Edmodo, QR codes and more. As always, our aim is to provide a look at user-friendly, flexible technologies that can easily and simply be incorporated into an engaging classroom. Perhaps even more exciting is the launch of a mentorship program for firsttime attendees at ACL Institute.

ETC chair, K.C. Kless, is a Latin and Leadership Teacher at Indian Hill Middle School in Cincinnati, OH. As the part of the ACL charged with

beginning and introductory programs, Salvēte Omnēs! the board of ETC felt it was a natural fit to provide guidance to those seeking You’ve picked up a copy of PRIMA - p r o f e s s i o n a l d e v e l o p m e n t a n d Thank you! I hope you have come here connections at the ACL’s annual looking to learn, connect, and enjoy. To gathering for the first time. that end, it is my sincere hope that this newsletter serves to inform and inspire We hope to make an impact through the you. development of genuine relationships over the course of Institute and to ensure I know that our PRIMA editor, Micheal that this year’s first-time attendees will Posey, has dedicated himself to make it be coming back for more for years to the very best that it can be. come.

And ETC’s outreach in the world of social media via Twitter and Facebook continues to be a success. We have more 300 people subscribed to our updates on each platform and as time moves forward, we hope that these relationships lead to a feeling of real connection to ETC and its place in the world of the Classics and education. Maybe social media is the reason you’ve checked out this issue of PRIMA. If you are not currently connected to ETC, what can you look forward to if you join us? Nearly daily posts sharing some of the best the classical/educational internet has to offer, whether it be from our own programs (NME, ELE), related organizations (ACL, NCLG, etc. ), our friends in Classics (Ascanius, Minimus, the American Institute for Roman Culture), or just the general educational community. Please follow us on Twitter @etclassics or like us on Facebook to get updates on all-things ETC and ACL. So for the summer season, whether it be just beginning, or in full swing in your part of the country or the world, make it your mission to connect and collaborate, recharge and relax, and best of luck inspiring the leaders of tomorrow with the wisdom of the past. Cura ut valeas, K.C. Kless Chair, ETC chair@etclassics.org

Second, I am proud to announce some fantastic programming for the upcoming

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To keep up with ETC news, check out our site

ETCLASSICS.ORG [3]

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From the Editor:

Memphis, here we come! By all standards, it’s been a tough year — a prolonged illness, missed days at school and the demands of a new Advanced Placement Course kept me forever on my toes. When summer finally came around, I welcomed the break with open arms and relished in the relaxed schedule that I have enjoyed recently. However, I’m now really looking forward to seeing familiar faces and learning more about my craft at this summer’s American Classical League Institute at the University of Memphis. Let’s do this!

To welcome both new and old faces to Institute, I’ve cobbled together a series of stories that celebrate achievements, provide future opportunities and give readers other avenues to explore and enhance the classroom experience.

Also, in what I hope will become a regular feature, are sample pages from our own ETC-published materials. The two pages which close out this issue can be used in your investigation of next year’s NME theme, “Transformations.”

Our cover story lauds the achievements of the National Mythology Exam – the largest undertaking of the Excellence Through Classics committee. With my own administration of the NME exam, I’ve seen my students’ love of all-thingsclassical blossom. Through their eyes, I am reminded of the ubiquity of classical connections.

Lastly, our issue features a 3-page idea-packed submission on how to incorporate music in your Latin classroom by author, LeaAnn Osburn. Osburn’s suggestions are handy for all teachers, especially those of us looking to spice up class instruction. Thanks again to all who have contributed to this issue. Keep up the good work. Onward!

The issue continues with a report from ETC grant recipient, CELTIC Academy. The article, penned by Michelle Lynch, offers up a interesting glimpse of how the study of mythology has encouraged and driven her students to seek out more understanding of the material.

Micheal A. Posey Editor, PRIMA prima@etclassics.org

Osburn Recommends How to Incorporate Music in the Latin Classroom; Author Highlights Myriad Opportunities to Use Music for Learning, Remembering Now or Never: Nunc Hic aut Numquam" from the CD The Legend Lives Forever in Latin” or "Greensleeves" from the CD Carmina Popularia.

Henry Wadsworth Longfellow wrote “Music is the universal language of mankind.” And this universal language can help students to learn and remember the language we teach.

There are many CDs available in Latin and a teacher can simply choose the song, reproduce the lyrics on paper, and be ready to start the song on the CD when class starts.

Ask a teenager about his favorite song and he will recall the song's lyrics with ease. Ask an older person about a song from their youth and they too will remember the words, often many verses worth. Ask a person about a specific moment when they heard a certain song and this will often bring forth memories of the occasion, the setting and the people present.

In some classes, a song sheet that has the lyrics for several songs can be used and this allows the teacher to vary which song will open the class. Osburn has observed that If the same song is used for a long enough period of time, the students will gradually learn the lyrics and no longer need the printed words.

These properties of music also allow students to remember the words, the verses, and the tune of a song. In this article, LeaAnn Osburn, author of Learning Latin Through Song, The Lyrical Latin Resource Manual, and The Latin Verbs Rock Exercise Book will show several ways in which music can be used in the Latin classroom.

Opening and Closing Activities

Singing in Latin is an excellent closing activity also. Some years ago Osburn wrote this song to be sung to the tune of "Bingo," Plate copy by Jeanwhich is now available in a pamphlet entitled Auguste Barre (1811– Learning Latin Through Song. 1896) of Odysseus and

Singing a song together in Latin is an opening activity that brings students together as a class and allows them to put aside what happened in the last class or during the passing minutes while at the same time pronouncing words in Latin and beginning to think about and in Latin.

A lively song such as "Polly Wolly Doodle" from the CD Carmina Popularia will create an upbeat classroom tone. A class needing more direction will be better served by singing a calming song such as "it's

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Canem habet Ulysses vir et Argus erat nomen. A – R – G –U - S (3x) et Argus erat nomen.

Argus. Currently in the Louvre Museum, Paris, France. Story continues on page 6


The National Association of Secondary School Principals has placed the National Mythology Exam on the NASSP National Advisory List of Contests and Activities for 2010-2011.

National Mythology Exam and the Exploratory Latin Exam sponsored by the

American Classical League Excellence Through Classics Committee

www.etclassics.org

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Continued from page 4 Before presenting the song to her class, Osburn told the students the story of Ulysses' dog, Argus, from Book 14 of The Odyssey. A teacher could also read this section aloud from an English translation of The Odyssey. Osburn did not put this song in print for her students. She rather spoke one line at a time aloud and instructed the class to repeat after her. The brevity and repetition in this song allowed the students to learn the words quickly. In the original Bingo song, when the song is repeated the second time, the "B" of Bingo is replaced with a clap of the hands and the third time, the "B" and the "I" of Bingo are replaced with a clap, and so on until all the letters are replaced by a clap. Osburn found that this works as well with the name Argus as with the name Bingo and thus the additional element of movement is added to the song. For Osburn's class, this exercise quickly became an everyday closing activity. In order to avoid monotony, Osburn invented other actions for the class to perform in place of the hand clap. These included appointing one student to ring a small bell that she provided, using a one foot stomp on the floor in place of the clap, and instructing the students to use a pencil like a drumstick on their desktop. Eventually when the two minute mark for the end of class occurred, Osburn would just say, for example, "Argus – foot" and the students knew what to do.

A Tool for Teaching, Learning, and Remembering Songs that Teach Latin Grammar and Forms Some years ago, Schoolhouse Rock!, a series of musical educational short films, aired on ABC during the Saturday morning cartoons that so many children watched. The films (now available on YouTube) covered a variety of subjects but the one that caught my attention was "Conjunction Junction." The opening lyric was: Conjunction Junction, what's your function? Hooking up words and phrases and clauses. Being aware that students often know the words to other songs on TV, even old shows that now air on various cable channels, Osbur n composed a song to the tune of "The Adams Family" that taught the forms of third declension nouns. “My students loved singing this song and often I would catch them mouthing the words to the song silently when taking a test in order to help themselves remember the forms,” Osburn stated.

Here is the first verse and the remaining verses are included in Learning Latin Through Song. They're regular and i-stem, masculine, feminine, and neuter. They have no set ending in the nominative singular. Ba, ba, ba, bum, click, click Third declension, click, click Masculine and feminine and regular first. Rex, regis, regi, and regem, rege; reges, regum, regibus reges and regibus. Many teachers and students have written lyrics for the Latin declensions to be sung to various songs such as "The Mickey Mouse Club" and others. On the CD Lyrical Latin: Learning Latin Through Music, there are three songs that teach the present, imperfect, and future active indicative, five that teach the declensions, and three that illustrate Latin pronouns. The resource manual that accompanies this CD provides exercises and puzzles to accompany the songs on the CD. One of Osburn’s favorites is a song about the imperfect tense to be sung to the tune of "Ba, Ba Black Sheep." The first verse is printed below and the other verses are on the CD jacket. -ba, -ba imperfect, action going on, "used to","kept on," "was -ing, were -ing," "Did" and "-ed" also serve as translations for the imperfect. -ba, -ba imperfect, action going on. Never, never, never done. Osburn’s middle school classes always enjoyed singing this nursery rhyme and often hammed up the sound of –ba in various ways. Osburn’s high school students did not enjoy singing this children’s tune as much as the middle school students did. They preferred to sing along with the songs on the CD Latin Verbs Rock. These songs feature new, soft rock, more contemporary music arrangements and different lyrics. This CD contains sixteen songs, six for the active indicative, six for the passive indicative, and four on irregular verbs. Since the three tenses on the Lyrical Latin CD are also on the CD Latin Verbs Rock with different lyrics and music, teachers may choose which to use, or may use both to bring variety into their instruction. The Latin Verbs Rock Exercise Book

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provides written practice exercises that coordinates with the songs on the CD. The emphasis on the various translations for the imperfect tense helped her students remember the various meanings of the imperfect tense when they encountered such a form in a Latin reading.

Songs That Teach Roman Culture Songs may also be used to aid students in remembering aspects of Roman culture. Osburn once wrote the following song to the tune of "The Unicorn Song" (words and music by Shel Silverstein) in order to help her third-year students remember the Roman dating system. And … the Kalends are the first in each and every month. The Nones are the fifth and the Ides are the thirteenth. Except in March, May, July, and October when the Nones are seventh and the Ides are the fifteenth.

Using Songs for Sight Translations and/or Comprehension As Professor Hallet of the University of Maryland demonstrates in her article on "Songs as Sights: Latinized Versions of Popular Lyrics as Sight Translations," (CPL Online 3.1, Fall 2006), providing the Latin lyrics to an English song will give the students a chance to try their skills at sight translation. Teachers who would prefer to emphasize understanding the Latin rather than translating may develop a series of comprehension questions for students to answer about the song's lyrics. The songs need not be contemporary for the students. Older songs provide a chance for discussion about an earlier era from which the song came or which it represented and may promote intergenerational discussion, as Hallet says.

Using Songs to Assess Students' Knowledge of Grammar and Syntax Teachers will need to find the songs that have verses illustrating what the class is currently learning. There are plenty of resources for finding these songs including the CDs, books, articles, internet sites, and YouTube Videos mentioned in this article as well as many others. For example, the book Latine Cantemus by Franz Schlosser presents some verses from the well-known song "She'll Be Coming Round the Mountain." Story continues on page 7


Continued from page 6

Transportabit montem illa visens nos (2x) Transportabit montem illa (2x) Transportabit montem illa visens nos The following grammatical questions might be used with a first-year class. 1. W h a t t e n s e , p e r s o n , a n d n u m b e r i s transportabit? 2. What case and use is montem? For a more advanced class, a song like "Oh, Susannah" from Carmina Popularia yields questions about the subjunctive. Reliqui Alabamam Cum viola mea, nam Velim ire in Louisianam Qui Susannam cupiam O, Susanna, Ne fleas propter me Qui reliqui Alabamam Cum viola propter te! 1. What is the tense, mood, and use of velim? 2. Is cupiam indicative or subjunctive? Why? 3. What is the tense, mood, and use of fleas?

Special Occasions There is nothing like a song to liven up a special occasion. The song may be used to begin whatever activity is planned for the special day or just to mark that it is a special day.

Birthdays "Happy Birthday" is used by many teachers when a student is celebrating a birthday or, as Osburn used to do on April 21, her students sang the song before cutting into the cake that marked the birthday of Rome.

Saturnalia Many teachers also use the Roman holiday of Saturnalia to present Christmas Carols in their Latin classes. Certain carols such as "Adeste Fideles" and "Ave Maria" are available in many versions and by many singers. "Ave Maria," for example, has been sung by the famous Mario Lanza as well as by Luciano Pavarotti (available on YouTube), but the artist Bobby McFerrin, known for his rendition of "Don't Worry, Be Happy," also has sung "Ave Maria" (http://www.godvine.com). Other Christmas carols are available on the CD O Abies and in the book Latine Cantemus or in the many song sheets that circulate among teachers or those on the Internet. In addition to traditional carols, secular tunes such as “Frosty the Snowman” and Hanukkah songs are also available.

Valentine’s Day With thoughts of love in the air and visions of Cupids abounding in our public buildings, Elvis Presley's song "Tenere Me Ama"("Love Me Tender") recorded by Dr. Jukka Ammondt on the CD The Legend Lives Forever can be sung with gusto on Valentine's Day. The other side of love can be illustrated by Presley's song "Ne Saevias" (“Don't Be Cruel”) from Ammondt's CD Rocking in Latin.

Ides of March Hallet's song about Julius Caesar set to the tune of the “Battle Hymn of the Republic” is appropriate for this occasion. This song begins with a reference to line one, Book One, of Caesar's Gallic War: In tres partes dividebatur omnis Gallia. / Victis Gallis Caesar dixit, " Iacta est alea."

Opening Day of the Baseball Season A good choice is “Aufer Me ad Arenam”, a song written by Judith Hallett and sung to the tune of Take Me Out to the Ballgame. “Aufer Me ad Arenam” also has the cultural component of referring to ancient gladiatorial games.

The Last Day of School The well-known song "Gaudeamus Igitur", available on the CD Carmina Popularia as well as from many other sources, best describes most students' thoughts on the last day of school and is a fitting way to conclude the year. There are many other songs in addition to the ones mentioned in this article from which a teacher can choose from the earliest songs such as Carmina Burana and Gregorian chants to the works of the great masters (e.g. Bach, Mozart) and more recently to Cat Stevens' (a.k.a. Yusuf Islam) "O Caritas.". Yet whatever song is chosen, the music can be used to open or close a class, can enliven the teacher’s instruction and will help students to master Latin. Just as both students and teachers often have found themselves remembering the music, its content, and the occasion on which the song was sung, so, too, the songs mentioned in this article have brought forth in Osburn’s memory certain classes in which she used these songs.

Resources Mentioned in This Article Song Recordings

The Legend Lives Forever in Latin; translations by Teivas Oksala and vocals by Jukka Ammondt, compact disc. ©Stop Records, 1996. Latin Verbs Rock; musical arrangements by Teddy Irwin and vocals by CC Couch, compact disc. ©Sound Inventions, 2006. Lyrical Latin: Learning Latin Through Music; musical arrangements by Teddy Irwin and vocals by CC Couch, compact disc. ©Sound Inventions, 2004. O Abies: Christmas Carols in Latin; musical arrangements by Teddy Irwin and vocals by CC Couch, compact disc. ©Bolchazy-Carducci Publishers, 2004. Rocking in Latin; translations by Teivas Oksala and vocals by Jukka Ammondt, compact disc.©Stop Records, 1997. Online Materials About.com (http://ancienthistory.about.com/od/ music/Latin) N.S. Gill includes the Latin lyrics to ten carols on this site along with some Gregorian chants and a few other treasures such as the Latin lyrics to "The Salty Dog." Gaudium-mundo blogspot: (http://gaudiummundo.blogspot.com) Maintained by Laura Gibbs, this website features one or more Christmas songs in Latin for each day of the holiday season. Hallett, Judith. "Songs as Sights: Latinized Ve r s i o n s o f P o p u l a r L y r i c s a s S i g h t Translations," (CPL Online 3.1, Fall 2006). Hallett has an appendix of Latin lyrics to songs at the end of this article. List of Songs with Latin lyrics. (http://en. wikipedia.org/wiki List_of_songs_with_ Latin_lyrics) Print Materials Osburn, LeaAnn. Learning Latin Through Song. Gilberts, IL: L and L Enterprises. 1995. Osburn, LeaAnn. Latin Verbs Rock Exercise Book. Elmhurst, IL: L and L Enterprises, 2006. Osburn, LeaAnn. Lyrical Latin Resource Manual. Algonquin, IL: L and L Enterprises, 2004. Schlosser, Franz. Latine Cantemus. Wauconda, IL: Bolchazy-Carducci Publishers. 1996.

Contact Ms. Osburn at LeaAnnbhs@aol.com

Carmina Popularia: Well-Known Songs in Latin; musical arrangements by Teddy Irwim and vocals by CC Couch, compact disc. ©BolchazyCarducci Publishers, 2003.

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Vergilian Society offers grants to encourage use of Harry Wilks Study Center at the Villa Vergiliana for traveling school teachers, students to Italy Thanks to the generosity of Harry Wilks, the Vergilian Society is pleased to be able to offer one or two seed grants for summer of 2014, to bring a group of secondary students to the Harry Wilks Study Center at the Villa Vergiliana in Cuma, Italy. The grants will cover room and board for a week of summer study in Italy. The administrative staff of the villa will assist in arranging visits to a selection of Greek and Roman sites in the Naples area (including Pompeii); Rome is easily accessible as well, should the group wish to extend their stay. The sites to be visited can be customized according to the interests of each group, with the understanding that the focus will be the ancient Greek and Roman world. Grants will be in the amount of $3,750 for a group of 12 students or less, $5,500 for 13-18 students, and $7,500 for 19+. These seed grants are not intended to cover full expenses, but instead to start the process by which the group will end up at the villa.

It is expected that the successful applicant will raise the airfare and tour costs within Italy through a combination of parental contribution/ fundraising activities. The Vergilian S o c i e t y welcomes applications from the full range of s e c o n d a r y Students from William and Mary enjoy the garden level of the Harry Wilks Study s c h o o l Center at the Villa Vergiliana which contains the kitchen and dining room. Those t e a c h e r s rooms seats 30 for three meals a day. Much of the food is grown on the property interested in and in the area and is prepared by skilled and experienced cooks who specialize in the language regional cooking including the use of the Villa's traditional wood-burning oven. and culture of Breakfasts and dinners are served in the dining room. a n t i q u i t y, While some preference may be given including but not restricted to history, to a teacher taking a Latin class and/or social sciences, philosophy, theology, to a group from a school that will be studio art, architecture and art history making its first visit to the villa, any as well as Latin or Greek. secondary teacher with a serious interest in the ancient world is encouraged to apply. Successful applicants and their schools will be expected to join the Vergilian Society if they are not already members. The application form is attached to this can be downloaded from the Ve r g i l i a n S o c i e t y w e b s i t e — w w w. v e rg i l i a n s o c i e t y. o rg . T h e application deadline is October 15, 2013. Applicants are encouraged to begin early and to work with the second vice president for secondary schools, Chris Ann Mateo, in preparing their paperwork. The application form should be sent electronically to the president of the president of the Vergilian Society, Craig Kallendorf.

The Harry Wilks Study Center at the Villa Vergiliana can be your institution's headquarters along the Bay of Naples. It is uniquely situated and designed as a Study Center to host study abroad programs, international conferences and as a home for study tours.

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Contact Ms. Mateo at camatteo@mac.com for further information.


A GLIMPSE OF ACL INSTITUTE OFFERINGS FOR ETC MEMBERS: PRE-INSTITUTE: •Removing Roadblocks: Paving the Path to Latin Learning for Students With and Without Learning Disabilities Presenters: Nava Cohen, Joe Davenport, Rickie Crown, Deborah Stakenas GENERAL SESSIONS: •Fun with Projects Presenter: Donna Winstanley •Verba, Verba, Verba! Vocabulary Strategies from Latin for Other Subjects Presenter: Amanda Wall •Making the Connection Presenter: LeaAnn Osburn •Learning Latin Through Music Presenter: Deborah BakerSchneider •Quid est hoc?: "Where Are Your Keys?" in the Latin Classroom Presenters: Keith Toda, Rachel Ash •Meeting the Challenges of Creating or Redesigning a Middle School Program: A Forum for Interactive Problem-Solving Presenters: Katie Robinson, Rickie Crown •Things I Wish I'd Known in my First Year in the Classroom Presenters: Keely Lake, Linda Montross, Dawn LaFon

Continued from page 1 Odyssey, or the Aeneid. Students may also take Thematic units feature quick and engaging additional subtests of their choice. activities and also provide instructions on best methods for incorporating the study of mythology in your classroom. AWARDS Current teaching packets already available for sale include Perseus and Mythological Monsters Underworld, Transformations, Theseus, Jason Participation certificates available at the NME and the Argonauts, Heracles and Ancient website. (Grades 10­12 are eligible for gold Beginnings. medals only). Teachers wishing to preview activities for the 2014 NME topic, “Transformations,” may wish to Results and awards are sent in May, 2013 review the activity and hand-out on pages 10-11 of this issue of PRIMA. REGISTRATION Gold medals for perfect scores; silver, bronze medals.

Deadline for ordering is January 15, 2014. The National Association of Secondary School Bibliography for study purposes will be sent on Principals has placed the NME on the NASSP National Advisory List of Contests and Activities receipt of registration. for 2013-2014. MATERIALS In addition to administering the NME, ETC also creates and compiles an updated, classroomready material classpak that features each of the yearly themes.

For those with more questions regarding administering, registering for the NME or buying materials to prepare for the exam, please see the NME web-page: http://www.etclassics.org/ pages/the-national-mythology-exam.

CELTIC Academy Receives ETC Grant to Pursue Study of Mythology During the 2012-2013 academic school year, CELTIC Academy was selected to receive a grant from Excellence Through Classics for materials and 20 student registrations for the National Mythology Exam. CELTIC Academy is a new, enrichment program in a public school district in Kentucky. This was their first year integrating language arts enrichment for grades 6-7. Many of the CELTIC students had never been exposed to Native American myths, many of the Greek myths, African myths or Using a “Readers Theatre” format, students at CELTIC Academy Norse mythology.

read a play about Perseus. Through ETC materials, students at CELTIC Academy were able to see these myths from several different cultures come to life for them. We were able to read and complete activities to enrich their understanding of each story. Students immensely enjoyed each myth and the meaning behind them,” stated Michelle Lynch, a CELTIC academy teacher. When it came time to take the NME, the students realized the actual depth of knowledge required to be successful on the exam.

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“Through our ETC grant, many students’ lives have been enriched and interest has been piqued in all of the school’s language arts classes. Thank you for providing us with this superior resource that enabled us learn about the different aspects of mythology,” Lynch concluded.

Contact Ms. Lynch at michelle.lynch@glasgow.kyschools.us


2014 NME Transformation Packet Preview Orders for mythology packets can be made on the ETC website: www.etclassics.org

ORION RIDDLE To answer the riddle below, you will need to determine the truth of the statements at the bottom of this page. If the statement is true, write the letter from the “true” column in the blank that corresponds to the statement number. If the statement is false, write the letter from the “false” column that corresponds to the statement number. Question: What did Poseidon say when the seas dried up? Answer: ___ 1

___ ___ ___ ___ ___ ‘ ___ 2 3 4 5 6 7

___ ___ 8 9

___ ___ ___ ___ ___. 10 11 12 13 14

The answer to the question is also a pun. Write the pun here. True

False

1. Orion liked to hunt.

I

A

2. Apollo was jealous of Orion.

H

N

3. Artemis hated Orion.

E

A

4. The King of Chios always kept his promises

R

V

5. Orion wanted to marry the king’s daughter

E

O

6. A scorpion led Orion to the rising sun.

R

N

7. Poseidon was Orion’s uncle

E

T

8. Orion became a wild goat after he died

I

A

9. A Cyclops blinded Orion

T

N

10. Apollo killed Orion with a club and a sword

E

O

11. Artemis is Apollo’s twin sister

C

K

12. Orion rid the king’s island of wild beasts

E

A

13. Orion should not have drunk so much wine

A

E

14. Orion could walk on air as well as on land

T

N

Kris Tracy Denver, CO

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ANSWER KEY ORION RIDDLE ANSWER: I HAVEN’T AN OCEAN. PUN: I HAVEN’T A NOTION. 1. Orion liked to hunt. 2. Apollo was jealous of Orion. 3. Artemis hated Orion. 4. The King of Chios always kept his promises. 5. Orion wanted to marry the king’s daughter. 6. A scorpion led Orion to the rising sun. 7. Poseidon was Orion’s uncle. 8. Orion became a wild goat after he died. 9. A Cyclops blinded Orion. 10. Apollo killed Orion with a club and a sword. 11. Artemis is Apollo’s twin sister. 12. Orion rid the king’s island of wild beasts. 13. Orion should not have drunk so much wine. 14. Orion could walk on air as well as land.

True I H

False A V

E N T A N O C E A N

Aeneid Artistic Prompts 1. Aeneas visits the city of Carthage under a cloud of gray mist and describes some of the sites he sees. Using the description from line 418 ff. illustrate the city of Carthage. What do you think the city of Carthage would look like? Might it look like Troy or Rome or Athens? Use either the space below or a separate sheet of paper to illustrate the city that Dido built. 2. Once Aeneas and Achates make it into Carthage they come to a mural painted on the wall of the temple of Juno that illustrates the sack of Troy. How are murals different from photographs? How do you think the Carthaginians would have heard about the sack of Troy? Could the mural be accurate? From the description from line 464 ff. illustrate below or on a separate sheet of paper what the mural of the fall of the city of Troy might have looked like. Now share your work! The Excellence Through Classics Committee loves seeing all your amazing talent. With the help of your teacher, send a scan or photograph of your work to packeteditor@etclassics.org. Who knows it might be published in a future edition of Prima or the activity packets. Bonam Fortunam!

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ETC Executive Committee K.C. Kless Chair chair@etclassics.org

Christine Hahn Secretary secretary@etclassics.org

Michelle Ramahlo Vice Chair vicechair@etclassics.org

Rachel Ash Immediate Past Chair pastchair@etclassics.org

Allison Fiegel NME Chair NMEchair@etclassics.org

Courtney Shaw ELE Chair ELEchair@etclassics.org

Andrew Carroll Exam Activity Packet Editor

activitypacketeditor@etclassics.org

Geri Dutra Administrative Secretary info@aclclassics.org

Zee Ann Poerio Classics Club Chair classicsclubchair@etclassics.org

Micheal A. Posey PRIMA editor prima@etclassics.org

Deadline for PRIMA SUMMER / FALL submissions is July 15! ETC is now on Facebook (search for Excellence Through Classics). Like us now! Follow us on Twitter (search for etclassics).

The American Classical League Excellence Through Classics for Elementary and Middle Levels Miami University 422 Wells Mill Drive Oxford, OH 45056 www.etclassics.org


PRIMA-Spring 2012