The purpose of this panel is to suggest ways that Latin teachers can collaborate with colleagues in other disciplines and illustrate the broad intersection of Latin in the academic curriculum, not only by integrating inter-disciplinary material into Latin courses but also by expanding the Latin program beyond the traditional boundaries. The emphasis of this panel will be on pedagogical materials and practical “how-to”s. Each panelist will speak for fifteen minutes. Following these presentations there will be discussion with the audience.

Moderator:
Tom Sienkewicz
Chair of the CAMWS Committee for the Promotion of Latin
Capron Professor of Classics at Monmouth College
in Monmouth, Illinois
E-mail: toms@monm.edu

Participants:
James Lowe
John Burroughs School
St. Louis, Missouri

Sue Ann Moore
Columbia Independent School
Columbia, Missouri

Ed George
Department of Classical and Modern Languages and Literatures
Texas Tech University
Lubbock, Texas

Sarah H. Wright
Northwest Guilford Senior High School
Greensboro, North Carolina

Presentations:
"Magister pontifexque: How Latin Teachers Can Build Cross-Curricular Bridges in a Secondary School Setting”
James Lowe (John Burroughs School, St. Louis, Missouri)
Recent collaboration between a Latin teacher and colleagues in the English department at a private high school is the focus of this presentation. For several years the Latin teacher has offered a single-period lecture on the Odyssey to ninth-graders who are required to read the epic closely in English class. Just before they take a big test on it, he offers a single-period lecture which he has called “The Illustrated Odyssey,” which consists of a “slide show,” derived from the Perseus Project, intended to illustrate various aspects of the Odyssey. The presentation will include discussion of the goals of this collaboration and its benefits both for the students and for his school's Latin program.

“From Myth to Museum to Muse-Inspired”
Sue Ann Moore, Columbia Independent School, Columbia, Missouri
This presentation focuses on how Latin, English, and Art classes may collaborate by using mythology and related art pieces as a foundation for student-created work. This unit involved students learning various myths and then seeing how these myths were interpreted and depicted in art. The next phase of the learning experience centered on moving the students from the knowledge and comprehension levels of thinking to the application, analysis, synthesis, and evaluation levels of critical thinking skills. Using what they had learned and seen, students created a visual or written project based upon one of the myths. This project is adaptable for students at all levels.

“Time for an Opening from Latin to Spanish”
Ed George, Texas Tech University, Lubbock, Texas
The rising Hispanic population in the US (and not just in the border states and Florida) presents Latin teachers with an opportunity to be of unique service. Elements of Spanish can be brought into the Latin class in a controlled way that will not seriously disrupt the demands of curriculum and other teachers’ responsibilities. Such an inclusion can have two purposes: 1) It can demonstrate to students with a year or two of Latin that they have put themselves within a closer reach of learning Spanish. 2) For students who already know Spanish, bridge materials between Latin and Spanish can use this knowledge to ease the path to learning Latin. George presents a strategy for making students aware of the Latin - Spanish link. Briefly, the teacher does the following: 1) Secure current, easily available, simple texts in Spanish. The example he employs is a booklet provided in Spanish by the local Health Department. Other examples might be DPS drivers manuals, magazine ads, comic books, newspaper articles, etc. 2) With the help of a Spanish teacher colleague, undertake a reading of selected short passages from the text with a search for Spanish words that appear to have Latin ancestry. 3) Relying on the background of a knowledge of Latin, attempt an interpretation of the text. 4) Confirm the interpretation via the Spanish teacher who has been engaged to assist. This presentation will build on vocabulary resources, discussed at the 2001 ACL Institute, now in the process of completion, namely an index of cases there the Latin word is a bridge between its Spanish and English derivatives, coupled with a summary of important Latin > Spanish sound changes.

“Latin in the English, French and Biology Classrooms”
Sarah H. Wright, Northwest Guilford Senior High School, Greensboro, North Carolina
In this presentation a Latin teacher at a public high school explains how she has used Latin to enrich classes in English and in French, with an additional thought for the Biology classroom. Theses enrichment activities include analyzing poetry (English or Latin) by using critical thinking skills, explaining a myth to a Humanities class, and comparing the grammar of French and Latin. The Biology “afterthought” involves providing Greek and Latin roots to name a mythical animal and teaches both writing and taxonomy skills through a cooperative learning exercise.