Yale Center for Teaching and Learning

Classics

Classics instructors have access to an extensive array of resources for teaching Ancient Latin and Greek language, literature, culture, and history. The field’s inherent multidisciplinarity fosters diverse teaching strategies and numerous pedagogical perspectives, including technology in the classroom, feminist pedagogies, specific strategies for teaching Latin language and Roman history, and general approaches.

Journals and Websites






Articles and Papers

Jeremy Hartnett. (2017). Flavius Agricola: An Interdisciplinary Model for Senior Capstone Courses. The Classical Journal, 112(2), 217-234.

Abstract: “This article describes and assesses a model for a Classics senior seminar that limits the course’s material to a single Roman funerary monument and its epitaph. Because the sculpture and verse inscription raise many diverse questions that students initially explore together, the class can embrace Classics’ inherent interdisciplinarity. Then, as students individually explore one facet of the funerary ensemble in a paper and collectively workshop their writing, the seminar reconciles a common tension of capstone courses: students pursue their own interests while the course remains coherent. In the end, starting with a narrow focal point, perhaps paradoxically, allows a broader and richer exploration of Classics’ many sub-fields.”

Oosterhuis D. (2016). Veni, Vidi, Vicipaedia: Using the Latin Wikipedia in an Advanced Latin Classroom. Teaching Classical Languages 7(2), 168-197.

Abstract: “Vicipaedia, the Latin Wikipedia, offers instructors an easy and flexible way to integrate composition assignments into a course. The high profile and immediacy of the site makes it uniquely attractive to students while the collaborative nature and complete transparency of the editing process recommend it to instructors. This paper documents the way Vicipaedia was incorporated into one advanced Latin class as a rich learning experience that resulted in better translation and increased understanding of the language. The students’ enthusiastic engagement with a broader, digital community also generated significant outcomes beyond those related to Latin language acquisition, ones that benefited not only the students themselves but also the instructor, the department, and the discipline.”

Mulligan B. (2014). Coniuratio! Ethopoeia and ‘Reacting to the Past’ in the Latin Classroom (and Beyond). The Classical Journal 110(1), 107-123.

Abstract: “‘Reacting to the Past’ is a pedagogical method that uses immersive role-playing games set in discrete historical moments to motivate efficacious engagement with primary sources. Coniuratio, a new ‘Reacting’ game set during the Catilinarian crisis of 63 bce, provides a mechanism for students to learn about Roman history and culture, to practice the tenets of classical rhetoric, and to hone their skills in English (and possibly Latin) communication. The article concludes by outlining supplemental activities that may be used to introduce Coniuratio in language and civilization courses and by reviewing the roots of the Reacting method in the ancient educational practice of ethopoeia.” 

Beneker J. (2013). And now for something completely different: Addressing assumptions about myth. The Classical Journal, 109(1), 114-122.

Abstract: “Many students in introductory myth classes assume that Greco-Roman myth is comprised of a canonical collection of well-known stories, and that those stories might be entertaining but ultimately have little relevance to the modern world. This essay explores ways to address these assumptions and help students to understand the complexity of myth, how it was used to explore social issues, and how it can still be relevant today. I also discuss a lecture that explores modern attitudes toward representing the divine in song, film and literature, and then compares our attitudes to those of the Greeks.”

Harrison R. (2010). Exercises for Developing Prediction Skills in Reading Latin Sentences. Teaching Classical Languages 2(1), 1-30.

Abstract: “Grammar exercises in Latin textbooks, even those using the reading method, do not always give students the most effective practice in developing the skills needed for reading Latin sentences. A growing trend in Latin pedagogy is an emphasis on reading in Latin word order in order to form understanding and make appropriate predictions as one reads. This requires a shift in focus from what we want students to know to what we want students to be able to do. The basis for this more functional perspective on grammar and its interdependent relationship with meaning and vocabulary is provided by research on the process of reading and on second language learning. The following article analyzes examples of typical textbook exercises and presents some alternative types of exercises that develop these predictive reading skills. I also give some guidelines for evaluating and sometimes adapting existing exercises in textbooks or creating new ones.”

Gruber-Miller J. (2008). Teaching Culture in Beginning Greek. CPL Online 4(1).

Excerpt (Page 1): “Whether we realize it or not, we Greek (and Latin) teachers are in the culture business—preserving it, transmitting it, and understanding it. One of the reasons students are attracted to ancient Greek is because they are attracted to the cultural richness of ancient Greece. Many instructors, too, enjoy introducing culture to their beginning Greek students, but perhaps feel that language comes first or are concerned that there is not enough time to cover both language and culture or would like better ways for integrating culture into beginning Greek. The challenge, of course, is how to integrate culture successfully into a language course without taking away too much time from language learning. In fact, teaching culture, I would argue, is not a delightful add-on to teaching ancient Greek, but is essential for all levels of Greek, including beginning Greek. Thus, in the first section, I make a case for why culture should be included in beginning Greek (and Latin) courses. Second, I describe the contours of a definition of and an approach toward culture that is appropriate for a beginning Greek course. Finally, I offer some practical examples from an online book, Ariadne: Resources for Athenaze, that give a voice to both dominant and underrepresented groups within fifth century Greece and demonstrate how to integrate culture into language learning so that there is time for both. While the specific examples I use come from ancient Greece, my hope is that Latin teachers can find that the approach of teaching language through culture outlined here can be readily adapted to a Latin classroom.”

Reinhard A. (2008). From Slate to Tablet PC: Using New Technologies to Teach and Learn Latin and Greek. CJ Forum Online.

Abstract: “New learning technologies have progressed to the point of being freely available and easy to use while adding real benefits to learning and teaching Latin and Greek. This article explores recent eLearning trends and tools as they apply to Classics.”