The original (paper) version of this publication was printed and distributed with funds made available through the University of Kentucky's Institute of Education Reform.

The following sample activities can be used in Latin classes or Latin clubs to reinforce the learner outcomes of KERA. Dottie Willis, Estelle Bayer, David Wilson, and Cathy Scaife developed these suggestions and presented a partial list at the Fall KCTFL meeting in Louisville. At first consideration, some of the learner outcomes do not seem to relate easily to Latin. However, the publication Transformations with its extensive list of ideas on how to reinforce the learner outcomes across the curriculum, provided much concrete help. This list is far from complete -- we reproduce it here only to spur your own imagination!

1. Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

1.1 Students use research tools to locate sources of information and ideas relevant to a specific need or problem.

• Gather data from a variety of sources to show influence of Roman culture upon contemporary architecture, government, law, philosophy, medicine, language, etc.
• Research allusions to myth characters and stories in modern literature (in English or other modern foreign languages as appropriate.)

1.2 Students construct meaning from a variety of print materials for a variety of purposes through reading.

• Sample Activity: In English or Latin, read two Roman authors' views on an issue such as slavery, education, life in the country vs. life in the city, etc. Choose one of the viewpoints and prepare an argument in support of that view. (This activity could be done using other forms of ancient written material, such as inscriptions.)
• Read a classical myth, then watch a movie of a modern interpretation. Analyze how each medium adds different dimensions to the plot.

1.3 Students construct meaning from messages communicated in a variety of ways for a variety of purposes through observing.

• Read Cicero's description of the qualities of a good orator (De Oratore, 1. 16 - 20.) Watch a recording of a politician, candidate, or preacher performing a speech (with sound and without sound). Determine how the gestures, tone, volume of speech, and expressions exhibited by the speaker compare with those described by Cicero, and evaluate the persuasiveness of the speaker.

1.4 Students construct meaning from messages communicated in a variety of ways for a variety of purposes through listening.

• Listen to recordings of Cicero's orations, the Aeneid, or other classical literature, noting poetic and/or literary devices used today.
• Listen to a musical composition based on a classical theme or historical event. Identify specific qualities in the music that communicate the composer's interpretation of the theme.
• Listen to two different musical compositions on the same classical theme. Compare the interpretations.

1.5 Students communicate ideas by quantifying with whole, rational, real and/or complex numbers.

1.6 Students manipulate information and communicate ideas with a variety of computational algorithms.

• Using data regarding the cost of living in the ancient world (e.g. how much money did a soldier receive for a month's service), calculate the cost of various items such as food and rent that come up in one's reading. Compare to modern day cost of living in our society.
• Some students may be interested in calculating numbers of soldiers in various campaigns of Caesar based on Caesar's description of legions, cohorts, etc.

1.7 Students organize information and communicate ideas by visualizing space configurations and movements.

• Design a floor plan for a modern home or room in a home, incorporating elements of Roman architectural design.
• Design a fantasy park where visitors must travel the route of a classical hero such as Odysseus, Aeneas, or Jason.

1.8 Students gather information and communicate ideas by measuring.

• After an explanation of the concept of mille passuum, have students measure distances in units of their own paces.

  1.9 Students organize and communicate ideas by algebraic and geometric relations, patterns, variations, unknown quantities, deductive and inductive processes.

• Examine sample English vocabulary for derivation from Latin and based on the results write an argument for or against the study of Latin.

1.10 Students organize information through development and use of classification rules and classification systems.

• Create a chart to demonstrate the classification of Latin parts of speech to be used in translating Latin passages.
• Create a poster to show how Latin is used in scientific classification.
• 11 1.11 Students communicate ideas and information to a variety of audiences for a variety of purposes in a variety of modes through writing.
• Write a booklet for publication describing the course content for the Latin courses at your school to be distributed to the middle schools which feed into your school.
• Compose and deliver a speech using Cicero's oratorical formulae.

1.12 Students communicate ideas and information to a variety of audiences for a variety of purposes in a variety of modes through speaking.

• Create a video to be aired on public access television in which the values of taking Latin are argued.

1.13 Students construct meaning and/or communicate ideas and emotions through visual arts.

• Photograph the various examples of Roman architecture in your community and create a presentation to the local historical or classical society.
• Create a 3-D Roman mosaic, either an original or replica.
• Create a Roman video drama, including representation of ancient drama, music, and dance.

1.14 Students construct meaning and communicate ideas and emotions through music.

• Examine various Latin songs and compare the Latin texts with the English translations; create your own translations of those songs to be presented by the high school chorus over the course of the year.

1.15 Students construct meaning from and/or communicate ideas and emotions through dance.

• Create a modern dance to illustrate Latin texts of songs to be performed by the high school chorus.
• Create a modern dance to illustrate an event of a myth or the emotion of a particular scene of a myth.

1.16 Students use computers and other electronic technology to gather, organize, manipulate, and express information and ideas.

• Create an advertising campaign for a product based on a mythological character.
• Prepare a position paper for the KIRIS Portfolio about the value of studying Latin in the twenty-first century.
• Design a Hypercard program to teach beginning Latin students one fundamental of Latin, such as the formation of a particular tense in each of the four conjugations.

2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

Science
2.1 Students use appropriate and relevant scientific skills to solve specific problems in real-life situations.

• Study the scientific principles the ancient Romans employed to bring a supply of water to Rome from sources up to 90 miles away through the network of aqueducts. Learn in particular about the e techniques of surveying, calculating slope, and designing a path for the water through various terrains. Apply these concepts to the planning of a new road in your area, a new water or drainage system.
• Similarly, study the principles of water conduction employed in Roman baths (that allowed the flow of water to and from hot, warm, and cool pools) an apply this to the design of a modern day health complex.

2.2 Students identify, compare, and contrast patterns and use patterns to understand and interpret past and present events and predict future events.

• Using data published in archaeological journals concerning items found in tombs of a particular ancient Greek or Roman site, make observations about the make-up of the population, the male/female ratio, the average age of death, etc.
• Similarly, using data concerning seed types and roots making impressions in lava and ash at Pompeii and Herculaneum, make observations about the fauna of the region, the popular fauna of gardens, and foods grown in the area.
• These following suggestions are based upon the "urban concepts" application of Valued Outcome 2.2 in Transformations:
• Investigate and compare behavior patterns of literary characters who live in urban settings. Use literature from two distinct periods of history, including one ancient Roman man or woman.
• Chart the changing nature of urban development of Ostia through the growth of trade and the building of high rise apartment complexes. Discuss the impact on the layout of the city and the provisions made to accommodate the quick growth in population.

2.3 Students identify and describe systems, subsystems, and components and their interactions by completing tasks and/or creating products.

• Analyze the effects of geography on the social and economic system at Pompeii and compare it to the same at Ostia. Why did the nature of the two settlements differ? How do the archaeological remains support your observations?
• The ancient people of the area of the Bay of Naples lived with the threat of earthquake and erupting Vesuvius. In 1945 Vesuvius erupted again. In 1980 a very destructive earthquake hit the region. Today, the Bay of Naples is still a very earthquake-prone area. How has this threat influenced the lives of the inhabitants through the centuries? What difference does this threat make in building practices as well as in professional and personal lives. How might this compare to the similar situation in California?
• There are many theories about the decline of the Roman Empire. Each focuses on a particular subsystem that failed and caused a weakening that spread throughout the Empire. Pick one of these theories and evaluate its validity. Assess how the subsystem affected was or was not crucial to the ongoing of the Roman Empire.
• Critique a performance of an ancient Greek or Roman comedy or tragedy. Identify the components (e.g. lighting, musical score, choreography, costumes, language, set design, etc.) that created the holistic effect. How did these elements try to communicate the message of the ancient play? Did they attempt to convey an ancient setting or translate this setting into a modern day situation?

2.4 Students use models and scale to explain or predict the organization, function, and behavior of objects, materials, and living things in their environment.

• Rewrite an ancient myth that explains an occurrence in nature. Include as many known scientific principles as possible, but keep a myth context.
• Build a model of a Roman weapon, lifting machine, loom, bridge, aqueduct, or other structure. Use the model to demonstrate the effectiveness of the device.
• The Romans were famous for their architectural innovations. Make a drawing or create a model of one of these structures. Then with the use of photographs, a video, or slides, show how this structure has been used effectively in a modern day building. Or, design your own building and incorporate this structure.

2.5 Students understand the tendency of nature to remain constant or move toward a steady state in closed systems.

• Research the influence of the civil wars in Rome on the life of a particular individual. How did his/her life change or remain the same in regards to security, financial well-being, political tenets, and occupation?

2.6 Students complete tasks and/or develop products which identify, describe, and direct evolutionary change which has occurred or is occurring around them.

• Create a visual presentation of the evolution of Latin to the modern day form of a particular Romance language. Include in your presentation the historical influences on the language (i.e. wars, migrations, changes in power, geographical phenomena). Also, list examples of the written language at different stages of its development that well illustrate the changes.
• Chronicle the evolution of a particular literary genre (such as comedy, tragedy, satire, epic) as demonstrated by the Greeks and Romans.
• Document the evolution of sculpture or pottery in Greek and Roman times. Include pictures of particular styles in your presentation.

Mathematics
2.7 Students demonstrate understanding of number concepts.

• (elementary level) Prepare a Roman dish using a recipe from Apicius' cookbook.
• Using data published about a particular archaeological site, prepare a report using graphs and numbers.

2.8 Students demonstrate understanding of concepts related to mathematical procedures.

• Research the amount of money a soldier was paid for one month's service and the amount he had to pay out for his dole of grain and salt. Based on this, figure the relative cost of other items sold in ancient Rome during this same period for which we have recorded prices.

2.9 Students demonstrate understanding of concepts related to space and dimensionality.

• Research the way in which archaeologists rope off the coordinates (length, width, and height) of an archaeological site for the purposes of labeling the precise location where each artifact is found. Make a drawing or create a model of a site and make your own quadrants. Then label artifacts found at the site in terms of this three-dimensional grid.
• Describe a famous piece of Greek or Roman statuary in terms of space and dimensionality. What do you think the artist was attempting to achieve with his use of space?
• Describe the shape of a particular Greek or Roman vase. Describe the position of its decorations. Discuss the use of space in relationship to the function of the vessel (What was vase's intended purpose? How is the shape an effective one for this purpose?). What is the interaction between its shape for utility and its shape for artistic design?
• Design and make a mosaic that fits a particular space in the Roman house (or your house!). Choose your design and type of tiles (beads, glass, rocks, rice, cut straws, crushed egg shells, etc.) based on the area you need to cover as well as the theme that would be appropriate for the location.

2.10 Students demonstrate understanding of measurement concepts.

• After taking appropriate measurements of your own body and studying the dimensions of Roman costumes, make a tunic and toga that fits you.
• Stage an Olympic competition at your school or for a Latin convention. Appropriately measure the distance for each event you will feature.

2.11 Students demonstrate understanding of change concepts on patterns and functions.

• Prepare a Roman banquet using all ancient Roman recipes. Enlarge or reduce the recipes for the number of guests attending. Make sure your measurements are correct!

2.12 Students demonstrate understanding of concepts related to mathematical structure.

• (Elementary Level) Draw the family tree of a god/goddess or historical figure of ancient Rome.

2.13 Students demonstrate understanding of data concepts related to both certain and uncertain events.

• Organize, display, and draw inferences about an population from data published from an archaeological dig.
• Using a concordance or a database of Classical literature, complete a Latin word search for a significant concept in a piece of Roman literature. Discuss the work based on the frequency and contexts in which the word is found.
• Gather data about the location and frequency of altars to the Lares in Pompeiian houses. Discuss the role of the Lares in the Roman family based on this evidence and the pictures illustrating the altars.

Social Studies
2.14 Students recognize issues of justice, equality, responsibility, choice, and freedom and apply these democratic principles to real-life situations.

• Students investigate and prepare reports on various Roman political leaders (e.g. the Gracchi brothers, Marius, Julius Caesar, etc . . .), explaining their actions and the ideas that motivated them.
• Role-play a discussion about the merits of different forms of government between Greek and Roman personalities (e.g. Plato, Aristotle, Herodotus, Thucydides, Cicero, Plutarch).

2.15 Students recognize varying forms of government and address issues of importance to citizens in a democracy, including authority, power, civic action, and rights and responsibilities.

• Students make presentations on the various forms of Roman government; monarchy, republic, and empire, and explain from what source leaders derived their power.
• Investigate the Roman concept of hero or ideal leader. Write a defense or position paper for the KIRIS Portfolio contrasting your contemporary hero with the classic ideal.

2.16 Students recognize varying social groupings and institutions and address issues of importance to members of them, including beliefs, customs, norms, roles, equity, order, and change.

• Students prepare role-playing games to demonstrate the various strata of Roman society (i.e. a day in the life of a senatorial family, the role of client to patron, etc . . .)
• Investigate similarities between the Roman monarchy, empire, and republic with modern world governments.

2.17 Students interact effectively and work cooperatively with the diverse ethnic and cultural groups of our nation and world.

• Write a short story set in ancient Rome. Include culturally authentic details to show your understanding of personal relationships and roles according to Roman tradition.

2.18 Students make economic decisions regarding production and consumption of goods and services related to real-life situations.

• Students study the affect of the grain supply on the economy of Rome and how it affected the daily life of the lower classes and the political climate as a whole.

2.19 Students recognize the geographic interaction between people and their surroundings in order to make decisions and take actions that reflect responsibility for the environment.

2.20 Students recognize continuity and change in historical events, conditions, trends, and issues in order to make decisions for a better future.

• Students discuss the myriad ways in which the Classical world continues to influence modern society, through language, culture, literature, the arts, and sciences.
• Write an "analyze a situation paper" for the KIRIS Portfolio, reflecting on how roles of women have changed since the days of the Romans. This writing might be in the form of a letter written to an ancient Roman woman, describing for her the life of a modern American woman.

2.21 Students observe, analyze, and interpret human behaviors to acquire a better understanding of self, others, and human relationships.

Arts and Humanities
2.22 Students create products and make presentations that convey concepts and feelings.

• Create games to illustrate various aspects of Roman life and culture.
• Design and create costumes for a role-playing game illustrating a Roman wedding or festival.
• Interpret a Roman historic event through movement, visual art, music, performance, and drama.
• Create or perform a chant or rap about a mythological story or historical event.

2.23 Students analyze their own and other's artistic products and performances.

• As preparation for the activities for 2.22, students should generate a checklist of criteria needed to review the performances, then evaluate their peers' work.
• Attend a play or movie with a Classical theme, then write an editorial to critique the performance. Publish in the class or school newspaper.
• Compare the sculpture "Doryphorus" by Polyclitus to the Augustus Prima Porta. Compare styles, identities, political messages, purpose of sculpture, etc.

2.24 Students appreciate creativity and values of the arts and the humanities.

• Read myths and study examples of creative works based on those myths. Create original projects that portray or reinterpret the myths.

2.25 Through their productions and performances or interpretation, students show an understanding of the influence of time, place, personality, and society on the arts and humanities.

• Create a scrapbook of classical influences on modern society, e.g. vocabulary/derivatives, architecture, literature, etc.

2.26 Students recognize differences and commonalties in the human experience through their productions, performances, or interpretations.

• Study the letters of Cicero or Pliny and discuss how the ideas expressed relate to our own time and modern society as a whole.

The following two expectations deal directly with the goals of foreign language classes. Many activities could be suggested here, but since the applications are obvious ones, we have included again only a sample. Foreign language classes, however, must bear full responsibility for addressing these outcomes.

2.27 Students complete tasks, make presentations, and create models that demonstrate awareness of the diversity of forms, structures, and concepts across languages how they may interrelate.

• Create a chart tracing the development of modern Romance languages from their Latin roots.

2.28 Students understand and communicate in a second language.

• Keep a notebook/journal of translations. Compile a list of contemporary, idiomatic phrases in English and translate them into Latin.

Practical Living
2.29 Students demonstrate effective individual and family life skills.

• By working in groups, find a list of comparisons and contrasts between the Roman family of 80 A.D. and American families, and make a chart labeling the healthiest family living traits. Prepare the chart for entry into the JCL National Convention graphic arts contest.

2.30 Students demonstrate effective decision-making and evaluative consumer skills.

• Study the consumer habits of the Roman family of 80 A.D. Make a chart showing their connection with buying habits of modern Americans, Europeans, etc.

2.31 Students demonstrate skills and self-responsibility in understanding, achieving, and maintaining physical wellness.

• Research physical wellness of a Roman senator, gladiator, slave, or woman of comparable status and write a personal reflection comparing it to the student's own physical wellness.
• Research and compare the training of a participant in the ancient Olympics and that of a modern athlete.

2.32 Students demonstrate positive strategies for achieving and maintaining mental and emotional wellness.

• Watch a performance of a play from antiquity involving a character contemplating suicide. Write a paper comparing the ways in which the character confronts his dilemma to ways a person in a modern setting might confront his.
• Write an imaginary dialogue between a psychoanalyst and a character from ancient myth. Explore the way in which this myth character chooses to deal with guilt (or some other psychological state) and how this choice affects the events of his life. Compare to a modern day dilemma.

2.33 Students demonstrate the ability to assess and access health systems, services and resources available in their community which maintain and promote healthy living for its citizens.

• Make a chart of all the prescription codes and their Latin and English meanings.

2.34 Students perform psychomotor skills effectively and efficiently in a variety of settings.

• Write a paper or prepare a speech which shows the development of modern sports from ancient Greeks and Romans to be given to the gym classes at your school.
• After creating props, demonstrate to gym classes how certain events in the ancient Olympics were performed differently than now (i.e. use of hand weights in the long jump, . . .)

2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in physical activity.

• Prepare your body to participate in the Olympika and/or Ludi competitions at the National Junior Classical League; document your conditioning and participation in these games.

Vocational Studies
2.36 Students demonstrate strategies for selecting career path options.

• Students prepare a job application packet listing the experience they have gained through the study of Latin, e.g. increased vocabulary, problem solving skills, etc. . .
• Students attend a Classics class on a college campus followed by a question and answer session with the professor about career opportunities for classicists.
• Similarly, students listen to a presentation given by an archaeologist, lawyer, museum curator, doctor, etc. with a classics background and discover the process of choosing careers not directly related to classics or teaching.

2.37 Students produce and/or make presentations that communicate school-to-work/post secondary transition skills.

• At the end of a unit, students review for a test by taking a portion of the grammar/vocabulary/culture covered and re-"teaching" it to the class using examples, props, and practice exercises that they have created.
• Students become officers in the Latin class/club and take major responsibilities in organizing and preparing students for participation in the local, state, and national JCL and foreign language competitions. They can assemble study aids, help in researching costume and play accuracy, and direct younger students in choosing contests.

2.38 Students demonstrate the ability to complete a post-secondary opportunities search.

• Students interview new teachers, student teachers, and college aids to find out the process for a job search in the teaching field.

The learner outcomes in the following section seemed to be by-products of all the other activities outlined in this document, so no new activities were suggested.

3. Students shall develop their abilities to become self-sufficient individuals.

3.1 Students demonstrate positive growth in self-concept through appropriate tasks or projects.

3.2 Students demonstrate the ability to maintain a healthy lifestyle.

3.3 Students demonstrate the ability to be adaptable and flexible through appropriate tasks or projects.

3.4 Student demonstrate the ability to be resourceful and creative.

3.5 Students demonstrate self-control and self discipline.

3.6 Students demonstrate the ability to make decisions based on ethical values.

3.7 Students demonstrate the ability to learn on one's own.

4. Students shall develop their abilities to become responsible members of a family, work group, or community, including demonstrating effectiveness in community service.

4.1 Students effectively use interpersonal skills.

• Choose one event connected with Roman myths or history. Describe how all the individuals involved dealt with the situation. Identify how history might have been changed for the Romans and us if different interpersonal skills had been used.

4.2 Students use productive team membership skills.

4.3 Students individually demonstrate consistent, responsive, and caring behavior.

• Work cooperatively in heterogeneous groups to unlock a Latin translation. Develop guidelines within your group for sharing the workload.

4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.

• Produce a series of classroom posters, illustrating group rules with Latin captions.

4.5 Students demonstrate an understanding of, appreciation for, and sensitivity to a multi-cultural and world view.

• Produce a video on "A Day in the Life of a Roman." Narrate the video from an ancient Roman point of view. You may have the video set in contemporary locations to feature the culture shock awaiting a reincarnated Roman.

4.6 Students demonstrate an open mind to alternative perspectives.

• Trace the evolution of five everyday words from their Latin roots to the mutations in French, Spanish, or Old English. Use a tree graphic to show the common ancestry with changes in each language over the years.

5. Students shall develop their abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.

5.1 Students use critical thinking skills in a variety of situations that will be encountered in life.

• Interview a medical professional about the ethics of "right to die" or current euthanasia laws. Conduct a mock trial before a "Roman" jury to represent the views of a Stoic or an Epicurean on this controversy.

5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products.

• Invent a new product but give it a Latin name. Draw a cartoon or compose a commercial using a classic approach in advertising.

5.3 Students create and modify their understanding of a concept through organizing information.

• Create a computer game or a traditional game board to teach peers about the classics. Mythology, vocabulary, grammar, culture, history, etc. might be the subject areas for your hands-on teaching tool.
• Compose a Latin manual for first year Latin pupils to organize and explain key operations and terms introduced in Latin I.

5.4 Students use a decision-making process to make informed decisions among options.

• Research the Roman court system and the Roman origins of trial law. Study in the daily news a criminal trial and write a KIRIS Portfolio entry analyzing how the Romans would have ruled on this issue.

5.5 Students use problem-solving processes to develop solutions to relatively complex problems.

• Plan and implement an advertising campaign to increase Latin enrollment at your school. Analyze the factors that most influence students' choices and market Latin to appeal to your school audience.

6. Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.

6.1 Students address situations (e.g., topics, problems, decisions, products) from multiple perspectives and produce presentations or products that demonstrate a broad understanding. Examples of perspectives include: economic, social, cultural, political, historic, physical, technical, aesthetic, environmental, and personal.

• Assemble a museum exhibit that showcases Roman realia representing all facets of Roman culture including, but not limited to, such features as pottery, music, literature, weaponry, clothing and jewelry, etc.

6.2 Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

• View a contemporary movie or play. Look carefully for any themes that are classical in origin. Write an "analyze a situation" paper for the KIRIS Portfolio in which you explain the Roman/classical influence on our performing arts even today.

6.3 Students expand their understanding of existing knowledge (e.g. topic, problem, situation, product) by making connections with new and unfamiliar knowledge, skills, and experiences.

• Draw or collect drawings of current events that have classical parallels. Be aware of customs today that have Roman roots and either create caricatures or sketches or assemble such cartoons from the comics, political cartoons, or symbols in daily advertisements.

Boysen Discusses Translating Goals From "Educationese". by Lucy May, Lexington Herald Leader, March 3, 1994

They started out valued outcomes. They became learner outcomes. Then learner standards. Now they're academic expectations. Until now, the name is the only thing that has changed about the 75 statements that describe what schools expect students to learn. But the latest change could also signal a change in substance. The statements are important because they define what schools are accountable for, said Robert Sexton, executive director of the Prichard Committee for Academic Excellence. "They are the heart of accountability," he said. Education Commissioner Thomas Boysen discussed a measure with the state school board yesterday that would allow Boysen to pare down the 75 statements and make them clearer to the public and parents, who have complained the statements are written in "educationese." For example, one statement says: "Students organize information and communicate ideas by visualizing space configurations and movements." The paring down would come in connection with Boysen's promise in January that the state won't measure education goals that relate to students' self-sufficiency and responsible group membership. Critics have said measuring those could invade students' privacy. So the 13 statements that relate to those education goals will be removed. Boysen wants to rewrite the others and combine them so there are fewer statements, he said. Boysen said he will seek comments from teachers, parents, critics and the public at large during the next two months to rewrite the statements. It was unclear, however, whether the substance of the statements would change. Sexton said the Education Department should clarify the statements so the average person can understand what school children are expected to learn. But he cautioned that it will be difficult for the state to rewrite the statements without teachers thinking the goals are changing in the middle of the reforms. "They have to be very careful not to confuse teachers," he said.