Nathalie R. Roy (Glasgow Middle School)
"Is classics truly for everyone? If the study of classics is defined as “learning the Latin or ancient Greek languages,” what about students who have trouble reading? What about students who are learning English? What about students who have behavioral conditions that make sustained study of a language challenging? What about students whose school system doesn’t allow them the opportunity to study a second language? Many of the students in these categories come from economically disadvantaged communities. Should these students miss out on studying classics because of the narrow definition of this field? What if classics could attract all these students without the constraints of language? What if the definition of classics were more inclusive? What if classics were more accessible?
In the field of classics, languages are often centered as being the only way to approach study of the ancient classical world, but many schools and school systems structure language programs to exclude students whose English language skills are not top notch. This presentation will discuss a course which centers interaction with material culture as the prime method of learning about the classics. There is no language prerequisite, and although students learn the Latin and Greek words for ancient objects, there is no requirement for learning ancient languages. In the course, called Roman Technology, students of all backgrounds and abilities explore the ancient Mediterranean world through the lens of material culture. They recreate the products and processes of classical daily life through interactive STEM challenges which allow them to use tools and construct understanding of objects used by ancient people. Not only does this class include learners with different abilities and strengths, but it also allows students to learn about the lives of ancient people not represented in the typical literary canon of Roman literature such as skilled tradespeople, enslaved people, and women."