Homework due iv a.d. Idibus Februaris

Elementary Latin

  1. Quiz on cardinal numbers (I – XX), ordinal numbers (I – X), and translation li>
  2. See page 451 of the textbook for list of numbers. .

Vocabulary ch. 15 & 16

tempestas, tempestatis f.  season, weatehr, storm
centrum. 100
mille. 1000
milia, milium (n.) thousands
miser. wretched, miserable
expecto, expectare, expectavi, expectatum. await, expect
iacio, iacere, ieci, iactum. throw
timeo, timere, timui. fear
mens, mentis. f. mind
brevis. short
celer. fast
difficilis. difficult.
dulcis. sweet
facilis. easy
fortis. brave
omnis. all, every
potens, potentis. powerful
rego, regere, rexi, rectum. rule

Elementary Greek

  1. ch. 15: Contract Verbs: present and imperfect active and for extra credit middle/passive forms.
  2. Sentences (p. 95): 5, 9.
Verb paradigm charts:  contract verbs in -εω ~  contract verbs in -αω ~   contract verbs in -οω

Archaeology

  1. Read ch. 3 in Biers on Myceneans; Drewett. ch. 4 “Recording archaeological sites)
  2. Assignment (1 1/2 – 2  pages (or more); print out and hand in at next class or email): Observe some human behavior, selected to give you something interesting to discuss. You notice what material evidence this behavior leaves that future archaeologists might find. To do this, you might consider questions like: What material things are involved? What happens to them as a result? Which (if any) get into the archaeological record, and if they do, how, when, where, in what condition, and associated with what other things? How much of the evidence likely to be preserved after a few days, years, or centuries?
    Then consider how an archaeologist might interpret the evidence, and how well he or she might be able to reconstruct the behavior. For this, you might consider questions like: Could this particular instance of the behavior be reconstructed from the archaeological record? Could the existence of this behavior in general be reconstructed from the combined evidence of many occurrences?  What aspects might he or she be likely to reconstruct correctly, what aspects would probably go unnoticed, and what aspects might be reconstructed incorrectly? Why?
  3. Presentation with notes from class.
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About kristinachew

classicist | translator (of ancient Greek & Latin poetry & drama) View all posts by kristinachew

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