Ann R. RAIA, Anne LEEN, Barbara F. MCMANUS, "Roman Funerary Inscriptions Project.” In this activity students explore the genre of epigraphy in search of Roman women, who are represented on funerary monuments through sculpture and writing that is not exclusively male and elite. This project, focused on text and material culture, has been reported successful with students in intermediate classes at three colleges: model student projects are appended to the instructions.
Anne LEEN, "Roman Funerary Inscriptions Project for a Classical Humanities Class.” The instructions are a version of the above Roman Funerary Instructions Project adapted for a mixed class of students, only some of whom knew Latin. The class was divided into three working groups (philology, art & archaeology, history) and asked to analyze the text and image of a Latin funerary monument for a Roman woman. This assignment resulted in the publication of the inscribed cinerary urns of the Familia Allidia.
Maria MARSILIO, "Modified Roman Funerary Inscriptions Project.” These instructions, based on Anne Leen's, were used as an out of class project with St. Joseph University students who were interested in classics, some of whom had not studied Latin. The students were formed into working groups that contained at least one Latin student and asked to analyze the text and image of a Latin funerary monument for a Roman woman, incorporating the categories of language, material description, and social history in their analysis.
Ann R. RAIA, “Text-Commentary Project.” This
activity proved an effective learning tool in several Latin and Greek classes, particularly for students preparing to teach. Three student projects from
my 2002 Roman Women course are at
De Feminis Romanis: K.
Nickerson's Commentary to
Pliny's Epistulae VII.24, J. Pinheiro's
to Cicero's Pro Cluentio V.12-VI.17, C. West's
to Seneca's De Consolatione ad Marciam 3.3-4.3. Two student
commentaries produced in my 2007 Roman Women course were expanded into Companion texts:
E. Daley's (Vergil's Aeneid VII.803-817) and D. DeLancey's (Tacitus' Annales XI.12).
In 2015 Elizabeth McCall presented the text-commentary project as a final assessment to her fourth year Honors Latin class at Merion Mercy Academy in Merion, PA. The nine students worked together on the assignment over the course of six weeks during the spring term, dividing the research among them and composing the commentary as a group; they edited and revised their individual contributions before compiling and submitting the project for their teacher's evaluation. She edited their final product and submitted it to Companion as an example of a successful outcome of the activity with high school students.
Barbara F. MCMANUS, “An Inscription Activity” for the Grave Monument of a Young Girl. Students are invited to recreate a missing epigraphic text.
Beth SEVERY-HOVEN, The Roman World: “Project on Roman Portraiture.” This exercise can be used with other images and adapted to include a Latin text, such that of Macrobius on Julia Augusti.
Janet STEPHENS, Ancient Hairstyle Recreation. This webpage illustrates the popular hairstyles of imperial women (Livia, Octavia, Agrippina Minor, Faustina Maior and Minor, Julia Domna, and Plautilla) on ancient coins and statues and reveals, using ancient tools with live models, how these complex hair arrangements were constructed.
Anne LEEN, “Group Activity for Propertius, Elegies 4.11.” This group project is the culmination of a three-day unit on the Propertius passage in The Worlds of Roman Women that focuses the class on reading Latin for comprehension of content and culture.
Edmund DE HORATIUS, “The Story of Lucretia in Text and Image.” This activity is actually a study unit in three parts: an exercise for close reading of the myth/story, a presentation of major Latin and English primary sources for reading or review, and an art project with fully developed instructions and grading criteria.
Barbara F. MCMANUS, “Livia: Rome's First ‘First Lady’ Activity.” This activity connects text analysis with exploration of an associated ancient site, the Porticus Liviae in Rome, through an assignment that links Companion to the Worlds of Roman Women, the reader The Worlds of Roman Women, and VRoma.
Barbara F. MCMANUS, “Tarpeia in Livy and the Roman Forum.” This activity connects text interpretation with the exploration of associated ancient sites in the Roman Forum through an assignment that links Companion to the Worlds of Roman Women and VRoma.
“Female Fury In The Forum: Ancient Rome 195 & 42 B.C.,” a primary source activity in the “Classroom Lesson Series” of Women in World History Curriculum. Building on this exercise, students may compare Hortensia's speech in Appian to the earlier Latin narration of the event by Valerius Maximus, Factorum et Dictorum Memorabilia 8.3.3.
Barbara F. MCMANUS, Role-Playing Game in VRoma. Students can imaginatively experience the lives of lower-class Romans, both female and male, by assuming the personalities of real people in the city of Rome, people known to us now only though funerary inscriptions, but once living, breathing Romans.
Ann R. RAIA, “Teaching Unit: The "Transgressive" Roman Woman.” This unit plan introduces students to traditional expectations of Roman women and feminist strategies for interrogating ancient texts (read in Latin or in translation) that negatively portray upper-class women who ignore or challenge cultural boundaries established for their sex. Projects with reading selections and discussion questions are offered for four women who appear in Companion: Fulvia, Clodia Metelli, Lesbia, Julia Augusti; another nine women are listed whose portrayals by ancient authors can be compared to the construct of the ideal Roman matrona such as Lucretia (see DeHoratiis activity above), Cornelia, and Octavia.
Barbara F. MCMANUS, Role-Playing Game in VRoma. Students can enter the lives of lower-class Romans at work, both female and male, by assuming the occupations of real people in the city of Rome, people who are known to us now only though their funerary inscriptions.
Barbara F. MCMANUS, Latin Worksheet: Horace, Ode 1.5. Students should first read Tools for Analyzing Poetry (originally written for a seminar emphasizing the close connections between poetry and language structure), including the links to sub-pages on rhyme, meter, style, imagery, genre, and tone. The tools on these pages will help students answer the worksheet's probing questions that guide them through a step-by-step close reading and poetic analysis of Horace's poem to Pyrrha, Carmina 1.5.
Stacie RAUCCI, “Dido in Text and Performance.” This activity, intended for a Latin class but useful as well in courses in translation, connects textual interpretation of Vergil's Aeneid IV.630-662 with the reception of Vergilís Queen Dido in various media.