Transcript Oxford Chapter 39 - cathyeagle

Oxford Chapter 39
The Always Objectives
• I can:
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Spell and define assigned vocabulary
Use Latin vocabulary to deduce English words
Read simple Latin sentences and stories
Answer comprehension question questions and supply text evidence to
support my answer
• Write simple Latin sentences to form paragraphs from a prompt
• Make cultural and grammatical inferences from my reading
• Compare Roman culture to other cultures
Chapter 39 Objectives
• I can:
• Recognize, translate and use in reading and writing subjunctive verbs
• Distinguish between a direct question using the indicative moods and an
indirect question using the subjunctive mood
• Use the correct tense of the subjunctive in correlation with the sequence of
tenses for subordinate subjunctive clauses in reading and writing
• Catalog information regarding the impact of the civil wars and confiscations
after the battle of Phillippi and make cultural inferences and comparisons.
• Recognize, form, and translate the perfect subjunctive in reading and writing
Derivatives
Derivatives Chapter 39 Nomen ___________
• Match the word to the best definition, then choose the best sentence
to complete with each word.
• __________________complaining excessively
• __________________ holding nothing; everything taken out
• __________________ a poor person
• __________________ an experienced or old person
• Veteran
pauper empty
querulous
• We celebrate _____________________ Day on November 11 to
honor those who have served in the military.
• My refrigerator is always _________________ except for beer, eggs,
milk, and condiments.
• Her ______________________nature makes her very annoying.
• Once he was very rich, but then he lost his job and became a
________________
Grammar
The Perfect Active Subjunctive
• Begin with the third principal part. Remove the “i” to form the base.
• Endings
• Erim
• Eris
• Erit
• Erimus
• Eritis
• Erint
I
you
he , she, it
we
you pl.
they
• To translate, you will need to use a past tense form in English to show
that the action happens after the main verb. Be flexible. You will only
use the perfect subjunctive if your main verb is present, future, future
perfect, or occasionally with the perfect when it is translated as
“have” to show possibility.
• Quintus rogat quid acciderit.
• Quintus asks what has happened.
Perfect Passive Subjunctive
• Start with the 4th principal part. Remove the “um” and add the 1st or
2nd declension endings needed to make it agree with your subject in
gender, number, and case (nominative would be the only option for
case)
• Us masculine sing
• A feminine singular
• Um neuter singular
I masculine plural
ae feminine plural
a neuter plural
• Then as a second part use the present tense subjunctive of sum in the correct
person to agree with your subject.
Example Perfect Passive Subjunctive
Captus,-a, -um sim I was captured
Captus, -a, -um sis you were captured
Captus, -a, -um sit he, she, it was captured
Capti, captae, capta simus
Capti, captae, capta sitis
Capti, captae, capta sint
we were captured
you pl. were captured
they were captured
Sequence of tenses
Primary tenses (present, future, future
perfect,perfect translated as “have”)
Secondary Tenses (imperfect, perfect,
pluperfect)
If the main verb is a primary tense,
use the following subjunctives to
show proper relationship to the
main verb:
SUBJUNCTIVE:
same time/after: present
future participle with present
subjunctive of sum
SUBJUNCTIVE
before: perfect subjunctive
• If the main verb is a secondary
tense, use the following
subjunctives to show proper
relationship to the main verb
• SUBJUNCTIVE
• same time/after: imperfect
SUBJUNCTIVE
• Before: pluperfect
Subjunctives in Indirect Questions
• Indirect questions
• Whenever a question is reported in a statement, this is an indirect
question.
• I know what you are planning. Scio quid facias.
• The main verb will be a verb or asking or telling such as rogo, peto,
quaero
• The verb of the question portion will be subjunctive.
• The question portion will be introduced by an interrogative word
such as ubi, cur, quare, quo. Quis, quid, quo modo, quantus,
qualis, num et al. ( when/where, why, how, by what/where, who
what, how , how much, what kind, whether and others)
Practice with Indirect Questions
• Write five direct questions Flaccus might ask Quintus when he returns
home. Translate them.
• Example: Why did you join Brutus?
• Cur cum Bruto te coniuxisti?
• Convert each to an indirect question and retranslate.
• Example Flaccus asked why Quintus joined himself with Brutus.
• Flaccus rogavit cur Quintus coniunxisset se cum Bruto.
EXERCISE 39.1 P. 144
Exercise 39.2 p. 144
Exercise 39.3 p. 145
Exercise 39.4 p. 145
Exercise 39.5 p. 145
Culture
The Confiscations pp. 39-40
• 1. When did the confiscations begin?
• 2. How long did they last?
• 3. How did they impact Quintus’ fellow poet and friend Vergil?
• 4. Read the excerpts from the two Vergilian poems and respond to
the following regarding how those who lost their land suffered:
• Who did they have to work for?
• How would you feel about that arrangement?
• One person gets to keep his farm but others lost theirs
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To where did they have to relocate ?
Who then owned the land?
How well did they care for the land?
How did they care for the livestock?
How would they feel about these changes?
How would you feel about these situations if they happened to you?
• 5. What did the confiscations cause?
• 6. Who led an organized revolt?
• 7. How did Octavian respond?
• 8. What happened to the town of Perusia?
• 9. How is Octavian characterized in his response?
• 10. As what did Octavian emerge?
• 11. How did he improve the situation in Italy and Cisalpine Gaul?
Extensions and Inferences WRITE YOUR
ANSWERS ON A SEPARATE PIECE OF PAPER.
• The confiscations dispossessed Italian farmers to reward the soldiers
who supported Antony and Octavian. Explain whether you think they
were justified in using this system to reward their soldiers’ loyalty and
sacrifice. What other options could they have used? Why would this
system cause so much resentment and anger?
• How does the US government reward soldiers’ loyalty and service?
• What do you think the reaction would be if our government chose to
confiscate property or jobs to reward soldiers?
• When in our history has this situation occurred and what was the
outcome?
Extension #2 Cultural Comparison
• Read the provided example from American history regarding the
establishment of Oak Ridge, TN during World War II where the US
government built secret labs to enrich uranium for building the first
atomic bombs. The people displaced and the workers at Oak Ridge
were not aware of the purpose of the lab. Answer the questions
below.
• 1. How were people notified that they were losing their homes?
• Explain how the methods used were appropriate or not. ( at least three
examples)
• How would the Romans have notified landowners they were taking the
property?
• 2. Why were people not told why they were really losing their homes?
Was this justified?
• Would The Romans have told the displaced people? Explain your opinion.
3. The confiscations in Tennessee were not fair or equitable according to the
displaced. What determined the value of their property? How was this
not fairly determined? How did some of the displaced suffer more than
others? Compare this to the way Octavian determined who lost their
farms and who did not. What is the primary difference between the US
government taking the homes of the people in Tennessee and Octavian’s
confiscations?
• 4. In addition to their homes, what did the displaced lose? Compare
this to the people Octavian displaced. What do the two groups share
in terms of loss and desires?
• 5. Neither displacement was voluntary but were either justifiable?
Explain. What legal recourse did each group exercise? How did the
Romans react in general to the confiscations? How did the people of
Tennessee react? Explain the difference.
• 6. Could the US government do this type of confiscation again? What
reactions do you predict would occur? Under what conditions would
you consider it justifiable?
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Around October of 1942, after surveyors weighed acreage, homes and outbuilding s, reducing lives and livelihoods to a statistical formula, the notifications came. Declarations of Taking, Notices of Condemnation,
Requests to Vacate. News came in varying forms, no one any easier to digest than another. Always there was the feeling of being sucker-punched, leaving you breathless, doubled over, gasping for options. In some
cases children were sent home from school to deliver the bad news: The government said they had to find a new place to live. Other families came home from work or back from the fields to find the notices tacked up
to their doors or tress, stating abruptly that the land belonged to the United States of America and was going to be used to establish something called the Kingston Demolition Range. Other families received the gutwrenching news via mail or messenger- a knock at the door jarring the, from the already taxing daily reality of raising food and children. The name “Kingston Demolition Range” was itself a form of motivation. One
woman reported being told that staying in her home would be risky, as they might well be dropping bombs in the area.
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The amount of time given to families to vacate their homes ranged widely. The lucky one got as much as six weeks, maybe more. Other had to be packed up in two or three weeks. Parlee Raby of Oliver springs
received this notice from the Land Acquisition Section of the Corps of Engineers for the Kingston Demolition Range, dated November 11, 1942,:
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The War Department intends to take possession of your farm December 1, 1942. It will be necessary for you to move, not later than that date
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In order to pay you quickly, the money for your property will be placed into the US Court as Knoxville, Tennessee.
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The Court will permit you to withdraw a substantial part of this money without waiting. This may be done without imparing (sic) your right to contest the value fixed on your property by the War
Department.
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It is expected that your money will be put in court within ten days, and as soon as you are notified, it is suggested you get in touch with the US Attorney to find how much can be drawn.
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Your fullest co-operation will be a material aid to the War Effort.
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Very truly yours,
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Fred Morgan
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Project Manager
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After the notifications came the negotiators from the Corps of Engineers Land Acquisition Section, who set property prices based on earlier assessments. Reimbursements were hardly fair from a strict
land-value point of view, even less so if stress and strain were taken into consideration. The shock and loss of individual homes was difficult enough especially for residents getting on in years, but this was the loss of
schools, churches, family farms, chops, and long-traveled stretched of familiar road. The Taking encompassed large tracts of land and small farms, ramshackle hovels, and expansive homesteads, hills with memories,
crops, and orchards…The amount offered could not buy half of what was “bought” from them. Entire communities and ways of life that infused them were to be wiped away in a matter of weeks. For some residents
of East Tennessee, this was the third time they were evicted from their lands. Both the Great Smoky Mountains National Park and Norris Dam having already claimed their share years earlier…
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The majority of evicted families accepted the terms offered them on the spot. Officials had strongly suggested that each additional day that they held out reduced the chance that they would see any money at all.
There were those who protested and organized meetings, and some even saw the amounts paid them by the government increased a bit. But they had to move all the same.
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It was not that they didn’t support the war effort. These were patriotic people, some of whom could trace their families back to the founding of the US, whose ancestors had fought in the American
Revolution. Some were Scots-Irish and Dutch who had made their way south seeking better climate and more arable lands, they had survived the Great Depression. Maybe just barely, but they had survived it. War
was a time of sacrifice for all. But their country was asking more of them than just some rusty coffeepot for scrap-metal drives. It was asking for their homes, theirs lands, and their livelihoods. It wasn’t just the
structures, but the sum of all the work, love, and life they’d known. They would have to hand over secret hiding places passed down among children, onetime saplings that now towered over their homes, dozens of
cemeteries in churches and backyards commemorating lives past, children lost to fever, men lost to wars in other times.
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It was even harder for those who had, from a strictly monetary point of view, “less” to lose. Many had no cars or trucks to move what meager possessions they had. Some owned one pair of shoes,
others none at all. The government offered no money to move, and if residents used the money they were going to receive for their homes, what would they live off? How could they eat? …These people weren’t
asking for much; they only wanted to feed their kids, work their land, and then one day be buried beneath it alongside their spouses, parents, and grandparents.
Readings
Cartoons Quintus Venusiam revisit p. 35
Teacher note
• Project the pictures. Read the examples under each picture with
emphasis on difference between direct questions and indicative verbs
and indirect questions with subjunctive verbs.
• Teach indirect questions immediately after the cartoons.
Quintus Venusiam revisit p. 36-37 Teacher
note
• Read this passage together using the marking technique to figure out
long sentences.
• Pick out the subjunctives and identify tense and type of clause and
relation to main verb
• Do the Responde Latine
Subjunctives in Context
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1. quid acciderit
2. quantam cladem colnia nostra passa sit
3. ubi parentes mei sint
4. cum ad Italiam a Graecia rediisset
5. ut agros nobis adimerent
6. ut meliorem vitam alibi quaererent
7. ubi parentes inventurus sim
8. quo abierint
9. quo iturus esset
10. quo iturus sim
11. cum ad portas coloniae advenisset
Key
• 1. quid acciderit
indirect question perfect before
• 2. quantam cladem colnia nostra passa sit indirect question
perfect before
• 3. ubi parentes mei sint indirect question present same
• 4. cum ad Italiam a Graecia rediisset cum clause pluperfect before
• 5. ut agros nobis adimerent purpose imperfect same
• 6. ut meliorem vitam alibi quaererent purpose imperfect after
• 7. ubi parentes inventurus sim indirect question present with
future participle
after
• 8. quo abierint indirect question perfect before
• 9. quo iturus esset indirect question imperfect with future
participle after
• 10. quo iturus sim indirect question present with future participle
same
• 11. cum ad portas coloniae advenisset
cum clause pluperfect
before
Responde Latine
• 1.
• 2.
• 3.
• 4.
Cur parentes Quintus Venusia abierunt?
Qualem vitam agebat senex?
Cum Quintus senem audivisset, quid facere constituit?
cur noluit Quintus coloniam intrare?
Quintus parentes suos quaerit p. 37-38
• 1. To what does Quintus compare this journey?
•E
•L
• 2. What does he ask everyone he sees?
•E
•L
• 3. How does he know Gaius?
•E
•L
• 4. Who accompanies Gaius?
•E
•L
• 5. When did they last see each other?
•E
•L
• 6. How is Gaius connected to Quintus’ search for his parents?
•E
•L
• 7. Where did he and his family delay?
• E
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• 8. What did Quintus’ family do at that time?
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• 9. What does Quintus say to Gaius about his giving him information?
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• 10. What is Quintus going to do now?
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Applied Grammar
• For each subjunctive verb below, identify the tense, type of clause,
and time relationship to the main verb.
• 1. line 3 quaereret
• 2. line 4 vidissent
• 3. line 5 esset eith inventurus
• 4. line 6 accederet
• 5 line 13 vidisset
• 6. line 14 sint
• 7. line 15 expulissent
• 8. line 16 advenissemus
• 9. line 18 invenias
• 10. line 20 quaeram
Subjunctive excursion
Reference Sheet: When do I use the
subjunctive
• 1. to show purpose ( ut, ne)
• 2. to report a command (ut, ne)
• 3. to report a question ( any interrogative word)
• 4. with “cum” when meaning “because, although, and sometimes
when”
Cum Clauses Ch 47
• The word cum can a preposition meaning with using the ablative
case for its object ( ambulo cum amicis I am walking with friends) or
a conjunction meaning when, since, because, whenever, or
although.
• The tricky part is figuring out which one of those definitions to use.
• When is the most commonly used, followed by because, and although is the
least commonly. You can always start with the most common and work your
way down if you want to do it that way, but since this is Latin, there are rules
about these things because sometimes you must use the indicative and
sometimes you must use the subjunctive.
Cum with the indicative
• If the verb is indicative, use “when” as the definition of “cum”.
• In these sentences, the cum clause is only establishing the time when
something happens.
• Cum Quintus revenit domum, familia sua aberrant.
• When Quintus returned home, his family was gone.
• His returning home didn’t cause his family to leave.
If the verb is pluperfect indicative, you can use “whenever”
Cum Quintus scripserat versus, erat laetus.
Whenever Quintus had been writing verses, he was happy.
If the future tense is needed, you use the indicative because the
subjunctive doesn’t have a future tense,
Cum with the subjunctive
• When the subjunctive is used with cum, it can still mean when but it
should have the idea of establishing circumstances or causes, not just
time.
• Cum Octavius militibus suis agros daret, Quinti familiae agri adiempti erunt.
• When Octavian was giving land to his soldiers, Quintus’ family’s fields were
taken away.
• The confiscations are not just when they family lost their farm but also why
• If cum needs to mean because/since or although, you have to use the
subjunctive.
• Cum agri adiempti essent, Quintus habuit non domum.
• Because the fields had been taken away, Quintus had no home.
• When cum means although, you usually have the word tamen
meaning still in the main clause.
• Cum nos simus tristes, tamen spem non amittimus.
• Although we are sad, we still do not lose spem.
• Tamen can also mean nevertheless if you want to sound more formal.
• Juliana does not wonder for whom Conner would vote.
• When they were supposed to be learning Latin, they were discussing
politics. Because Juliana was not born in the US, she cannot run for
president.
Practice exercise 47.1 p. 162 Translate, type
of clause, tense, time
• Even
• 2. vesper iam aderat cum ad villam advenerunt.
• 4. Maecenas, “ cum nox sit, “ inquit, “pauca vidḗre possumus.”
• 6. postero die cum Maecenas Romam profectus esset, Quintus
vilicum arcessivit.
• 8. omnia inspexerunt cum Quintus vilicum dimisit.
• 10. cum sub arbore sederet, carmen composuit.
• 12. cum Romam redierat, fundum semper desiderabat.
Practice 47.1 p. 162 odd
• 1 Quintus Maecenasque, cum primᾱ horᾱ Romᾱ discessissent, in
colles Sabinos equitaverunt.
• 3. cum fessus esset Quintus, tamen fundum inspicere volebat.
• 5. Quintus, “cum primum sol ortus erit,” inquit “omnia inspiciam.”
• 7. vilicus, cum negotiis occupatus esset, tamen ad Quintum
festinavit.
• 9. Quintus, cum quiescere velet, prope fontem assedit.
• 11. cum aestas venerat, Quintus in colles festinabat.
Dum Clauses
• Dum usually means while and using the present tense indicative even
if it happens in the past.
• Dum sedemus (present indicative) in gradibus templum, Caesaris triumphum
ingressum est forum.
• While we were sitting on the temple stairs, Caesar’s triumph entered the
forum
• Dum can also mean until when used with the indicative but the tense
will not have to be present.
• Sedimus (perfect indicative) in gradibus templum dum Caesaris triumphum
ingressum est forum
• We sat on the temple stairs until Caesar’s triumph entered the forum.
• But dum can also be used with the subjunctive to show purpose.
• Octavius morabatur impetum dum Octavia reveniret Romam.
• Octavius was delaying the attack until Octavia might returned to Rome.
• The purpose of his delay was to allow her time to come home safely.
Practice Exercise 47.2 p. 163
Result Clauses/Consecutive clauses Ch. 43
• Result clauses = the result of the main clause or what follows(consecutive)
from the main clause
• Quintus erat tam laetus ut non posset dormire.
• Quintus was so happy that he could not sleep.
• Introduced by “ut” or “ut *non”
• The main clause will usually have a word that means “so” as a signal
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Tam so
used with adjectives and adverbs
Tantus so great
adjective
Tot so many
adjective
Totiens so often
adverb
Ita
in such a way
Adeo to such an extent, so much
* sometimes “nullus, nulla, nullum” or another negative adjective or adverb will be
used
• The sequence of tenses is not a rigid and can be varied to fit the
sense of when something is happening. However, the perfect
subjunctive is usually used to stress the actuality of the result clause.
• Varus ita victus est In Germaniā ut illae legiones evanuerint.
• Varus was conquered in Germany in such a way that those legions
disappeared.
• Result clauses are easiest to remember by thinking of them like “your
mama” jokes.
• Your mama is so stupid that she failed a survey.
• Tua mater est tam fatua ut defecerit probam sententiae suae.
Practice Exercise 43.1 p. 154
Practice Exercise 43.2 p. 154
Conditionals Chapter 44
• Conditionals = “if” clauses which state a condition for the possibility
of the main clause being true.
• Introduced by “si” (if) or “nisi” (if not/unless) most of the time
• Conditionals are classified into basically four types:
• Simple conditions = open conditions or possible conditions
• Contrary to fact conditions = the main clause is not true because of the “if”
clause
• Future Conditional more vivid/possible = can happen in the future
• Future Conditional less vivid/improbable = could happen but it would be very
improbable
Simple Conditions
• Use indicative verbs in the appropriate tense
• Si non audis Matronae Aquilae, nescis res.
• If you do not listen to Mrs. Eagle, you do not know the assignments.
• These can be any tense but will NOT use subjunctive verbs.
Contrary to Fact conditionals
• The main clause is not true because of the conditional. Either it is
impossible because of the conditional or the conditional cause it not
to happen
• Impossible Si essem te, facerem non id.
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If I were you, I would not do that.
• I can’t be you; therefore, the main clause cannot happen.
• This is one of the few times that English uses the subjunctive
• Possible but did not happen
• Si Antonius proelium vicisset, Octavian interfectus esset. If Antony had won the battle,
Octavian would have been killed.
• Both clauses( if clause and main clause) use the subjunctive.
• Imperfect subjunctive is used for present time
• Si essem te, facerem non id. Imperfect subjunctives
• If I were you, I would not do that.
• Pluperfect subjunctive is used for past time.
• Si Antonius proelium vicisset, Octavian interfectus esset. Pluperfect subjuncitves
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If Antony had won the battle, Octavian would have been killed.
Future Conditionals
• Future More vivid/Possible = can happen in the future
• Use future perfect indicative for the “si” clause, and future indicative for the
main clause.
• Si laboraveritis diligenter, ego ero laetissima.
• If you work very diligently, I will be very happy
• Future Less vivid/improbable= could happen but most likely won’t
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Use present subjunctive for both clauses.
Si audiatis mihi primum, discemus omnia in libro uno anno.
If you listen the first time, we might learn everything in the book in one year.
It could happen, but it very probably will not.
Practice exercise 44.1 p. 157
Practice Exercise 44.2 p. 157
Exercise 44.3 p. 157
Clauses of fearing
• Clauses of fearing = main clause with a verb of fearing and
subordinate subjunctive clause state the fear
• Introduced by “ne” if might happen
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Antonius timebat ne Octavianius se caperet
Antonius was fearful that Octavian might capture him
Use present subjunctive if main verb is present or future
Use imperfect subjunctive if main verb is past
• Introduced by “ne non” or “ut” if might not happen and use same
subjunctive tenses
• Antonius veritus est ne Cleopatra non amaret se.
• Antonius feared that Cleopatra did not love him.
Practice Exercise 48.1 p. 165
Relative Clause of Purpose Chapter 53
• Relative clause of purpose = shows purpose more closely connected
to a noun than a verb
• Use the relative pronouns qui, quae, quod ( notebook page ) and a
subjunctive verb following the normal sequence of tenses.
• Brutus designavit Quintum qui duceret milites.
• Brutus desgined Quintus to lead the soldiers/who might lead the soldiers
Practice Exercise 53.3 p. 177
Practice Exercise 53.4 p. 178
Subjunctives in Main clauses Ch 45
• Jussive/Hortatory
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Used for exhortations (encouragements) and 3rd person commands
Only used in present tense
Translate usually with “let” or “may”
Use ne for negatives
Used frequently for blessing or curses
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Habeamus silentium et quietem mortibus.
Let us have silence and rest for the dead.
Latrones Octavii viscera rapiant e corpore et aspergant ea in meis adeptmis agris.
May bandits snatch the entrails of Ocatvian and scatter them in my stolen fields.
• Deliberative questions
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Same as rhetorical question
Not really expecting an answer
Use the first person when the speaker is wondering what to do
Quem vocam? Whom should I call?
• Optative
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Expresses a wish that will probably not come true
Usually introduced by utinam ( I wish that/ if only)
Use present subjunctive for a future wish
Imperfect for the present, pluperfect for the past
Use “ne” if wishing something would not happen
Examples
• Utinam dicam cum mea patre. If only I might speak with my father
• Utinam omnes discipuli egissent bene. If only all students had done well.
• Potential
• With velim, nolim, ausim to show something that potentially could happen
but won’t
• Similar to a contrary to fact conditional without the “if” clause
• Negatives use “non”
• Non ausim gerere illos vestes. I would not dare to wear those clothes
• Velim adiuavare. I wish that I might help.
•
Practice 45.2 p. 159
Exercise 45.3 p. 159
Exercise 45.4 p. 159
Defixiones
• Write a curse for someone who has harmed you in reality or your
imagination. Translate it using the correct subjunctive. Let me check
it. Then inscribe your curse on a defixio.