Reaching Beyond Rome: A Latin Curriculum
By Lindsay Samson and Holly Spyniewski
In the case of Latin textbooks, the Roman adage holds true: Roma caput mundi. The primacy of Rome in Latin instruction runs parallel to the political, social, and historical focus of most introductory textbooks.
"I Like this Class, But…": Creating Meaningful Cultural Connections in the Latin Classroom
By Ellen Sassenberg
Latin teachers all have conditioned and well-practiced responses to the question asked by students and parents alike: “why study Latin?” It would not be unusual to hear responses lik
Marginalized: Black Students and Latin in Independent Schools
By Runako Taylor
Addressing Race and the Legacy of Slavery in the Latin Classroom
By Louise Michaud
Our current political landscape is rife with anti-immigrant sentiment, fears of terrorism and economic threat from foreign nations, as well as issues related to civil rights and race relations. But none of this is unique to our era. We know that the population of the ancient world was constantly changing as a result of extensive emigration and colonization, warfare and associated importation of slaves.
Roma Negra: Salvador, Brazil and Afro-Latin American Classicisms
By Andrea Kouklanakis
This paper offers a concrete example of the sort of Reception study that might be used in a Latin or Roman Civilization class for which there is interest in including Afro-Latin American social histories that deploy classicisms in their narratives. The explicit purpose of such inclusion is to complement traditional narratives of Greco-Roman legacy and influence in the West, which often entirely exclude Afro-Latin America. In this case I discuss the use of the term Roma Negra to refer to Salvador, the capital of Bahia in Brazil.