Thursday, May 10, 2018

CAMWS Southern Section, Oct. 18-20, 2018



98TH ANNIVERSARY MEETING OF CAMWS 
SOUTHERN SECTION - CALL FOR PAPERS 

    The 96th Annual Meeting of the Classical Association of the Middle West and South - Southern Section will be held Thursday-Saturday, October 18-20, 2018 in Winston-Salem, NC at the Hawthorne Inn and Conference Center, at the invitation of Wake Forest University. Proposals for workshops/panels and individual papers on any aspect of Graeco-Roman antiquity are now being accepted. Especially welcome are submissions likely to be of broad interest, including those concerned with pedagogy.
     Panels/workshops, especially those on pedagogical and performative topics, are especially welcome. Teachers and students at any level of instruction (K-12, college, or university) may submit proposals. All proposals for workshops/panels and individual papers must be received by 11:59 p.m. on Monday, June 4, 2018.
     All proposals for panels, workshops and individual papers will be judged anonymously by the Program Committee, chaired by CAMWS-SS Secretary-Treasurer T. Davina McClain. An individual may deliver no more than one paper at the meeting and may submit no more than one abstract. A person is free to organize a panel in addition to presenting a paper (whether in his/her own panel or in another session). Anyone presenting on a panel or submitting a proposal for an individual paper at CAMWS-SS 2018 cannot also be a presenter in a panel/workshop.
     All abstracts must be double-spaced and typed in 12-point Times New Roman font. Indent first lines of paragraphs, set a 1-inch margin on all sides, and center the title at the top of the page. Enter any non-Roman text using Unicode. Use abbreviated (author-date) citations; at the end of each abstract or panel description provide a list of works cited. The combined length of the abstract (or panel/workshop description) and its list of works cited must not exceed 800 words. Abstracts for workshops should describe the general goals of the workshop, the roles played by each presenter and expectations of the audience. Authors of abstracts and organizers of panels are not to be identified by name anywhere in their proposals.
     The maximum time allotted for an individual paper is 15 minutes. A workshop can be either sixty or ninety minutes in length. Requests for audio-visual equipment must be made at the time the abstract is submitted. Because LCD projectors are expensive to rent, please request them only when absolutely necessary. Individuals must provide their own laptop computers and adapter cables. Access to the internet IS AVAILABLE in the meeting rooms of the hotel, but backups on flashdrives/harddrives are recommend.
     Please submit all proposals electronically at camws.org/southernsection/abstractform.php for individual papers and for workshop proposals at camws.org/southernsection/panelabstract.php. If, for some reason, electronic submission is not possible, please contact the CAMWS office at camws@camws.org.
     All presenters and organizers are required to be members of CAMWS at the time they submit their abstracts. Membership dues may be paid at http://www.camws.org/membership/memberinfo.php by credit card (with a processing fee) or by mailing a check along with a membership form to CAMWS, Department of Classics, Monmouth College, 700 E. Broadway, Monmouth, IL 61462 (office 309-457-2284; fax 815-346-2565; camws@camws.org). Please keep in mind that submission of an abstract is a commitment to present the paper in person.

RECEIPT DEADLINES: Monday, June 4, 2018 (panels and individuals).

Tuesday, February 13, 2018

Spring Meeting 2018

March 17, 2018
Wake Forest University, Winston-Salem NC
Tribble Hall, A303


10:00-10:30 Registration

10:30-11:20 "The Persian Navy and the Battle of Marathon" Anthony Papalas (ECU)

11:20-12:10 "Crisis and Triumph in Caesar's De Bello Gallico" Luca Grillo (UNC-CH)

12:10-1:00 Box lunch (provided) and business meeting

1:00-1:50 "Between Nature and Art: Exercitatio in Cicero's View of the Liberal Arts" Brian Hook (UNC-A)

1:50-2:40 "The Visigothic Horde and the Problem of Conquest" Jason Osborne (USC)


For interested K-12 educators, a certificate will be provided indicating that this conference provides 3 1/3 contact hours of scholarly talks in the field of Classics and 0.33 Continuing Education units (CEU) in an academic subject area of World Languages.
 

(Note: Local Education Agencies (LEAs) or districts and charter schools must approve professional development offerings.)

» Campus / Parking Map of Wake Forest University



To register, please complete this Membership Form for our records and mail a check for $25 payable to the North Carolina Classical Association. Send to our Treasurer: Temple Eller, 7 Winterberry Ridge Ct., Greensboro NC 27407 (payment by check also accepted the day of)


Wednesday, January 10, 2018

ROMAN DAILY LIFE IN PETRONIUS AND POMPEII

NEH Summer Seminar for Pre-Collegiate Teachers (July 16-August 3, 2018)



In the summer of 2018 (July 16-August 3), there will be an NEH Summer Seminar for pre-collegiate teachers on the topic of Roman Daily Life. This seminar is an opportunity to read Petronius and some graffiti in Latin and look at Pompeian archaeology for various topics of Roman daily life. The Petronius reading forms a central core of the seminar, and thus an intermediate level of Latin proficiency (1 year of college level Latin) is required. The seminar will be held in St. Peter, Minnesota (1 hour from Minneapolis) on the campus of Gustavus Adolphus College. The NEH pays each person $2700 to participate, which will more than cover the living and food expenses (approximately $1500) – note that each participant is responsible for their own travel expenses. The seminar has been organized by Matthew Panciera (Gustavus Adolphus College) and will be co-taught by him, Beth Severy-Hoven (Macalester), Jeremy Hartnett (Wabash), and Rebecca Benefiel (Washington and Lee).

The application deadline is March 1. More information and directions on applying can be found at the seminar website: https://gustavus.edu/events/romandailylife/.

If you have any questions, please write me (Matthew Panciera), the director of the seminar, at panciera@gustavus.edu.

Tuesday, October 24, 2017

NCCA joins call for all states to recognize and adopt the Seal of Biliteracy

Recommendations on Requirements for Seals of Biliteracy for Classical Languages

History of the Seal

Across the country, states, school districts, and even individual schools have begun to issue Seals of Biliteracy for high school diplomas, to identify graduates “who have studied and attained proficiency in two or more languages by high school graduation.” The first state to issue such seals was California, beginning with its 2012 graduates, after over 100 school districts in that state had already made them available. In a state whose students speak over 60 different languages (plus 13,000 students whose languages fall under “other”) one primary goal of this designation was to honor achievement both in students’ first languages and in English. As the clearinghouse Seal of Biliteracy says: “Our vision is to help students recognize the value of their academic success and see the tangible benefits of being bilingual.” Nearly half of the fifty states have adopted a version of this seal to date. The Commission on Language Learning of the American Academy of Arts & Sciences has endorsed it.

In 2015 four national organizations (American Council on the Teaching of Foreign Languages--ACTFL; National Association of Bilingual Education--NABE, National Council of State Supervisors for Languages--NCSSFL, and Teachers of English to Speakers of Other Languages--TESOL International Association) published recommendations for national guidelines for such standards. Importantly for us, these recommendations assume that students of any language should eligible to earn a seal. They also recognize that in language assessment one size does not fit all; specifically, they note that students of Latin and classical Greek may demonstrate proficiency in reading and writing and not necessarily in oral communicative modes.

Recommendations

We, the undersigned, recommend:
  • that all states accept and implement the national guidelines, specifically that which asks students to demonstrate proficiency by assessments beyond classroom performance, in both English and one or more other languages;
  • that each state or district make its own determination of the level of proficiency a student must demonstrate to earn a seal;
  • that states use one or more of the following assessments to demonstrate proficiency in Latin and Greek:
    • Advanced Placement Latin Exam
    • ALIRA (ACTFL Latin Interpretive Reading Exam)
    • International Baccalaureate Exams in Latin or Greek
    • National Latin Exam
    • National Greek Exam
    • SAT Subject Test in Latin
    • state-specific exams when appropriate;
  • that states recognize but do not require students to demonstrate productive use in either oral or written mode in either Latin or Greek;
  • that Classicists research the status of Seals of Biliteracy in their own states and advocate for appropriate assessments for students of Latin and Greek.
References
Endorsers
  • National Committee for Latin and Greek
  • Classical Association of the Middle West and South
  • Illinois Classical Conference
  • Society for Classical Studies
  • North Carolina Classical Association

Wednesday, May 31, 2017

FLANC Fall 2017

FLANC logo The FLANC Fall Conference will be in RDU on October 20-21, 2017.

NCCA Sessions. Saturday, October 21. Sheraton Imperial Hotel, 4700 Emperor Blvd. Durham, NC 27703. Room Bull Durham B.


  • 8:30-9:20. Session 70. Colleen Girouard (colleen.girouard@ravenscroft.org) 'Incorporating CI strategies into a Reading-Based Latin curriculum'
    This session will offer an overview of teaching with Comprehensible Input (CI) and how this approach can be blended with a more traditional, reading-based Latin textbook. This work not only aligns with standards and moves students on the path to proficiency, it also engages and energizes students, fostering a love of Latin and, as an added benefit, boosting enrollment.
  • 9:30-10:20. Session 82. Mary Pendergraft, (pender@wfu.edu) ‘Teaching Caesar: Resources and Strategies’
    Caesar’s Gallic War was a staple of Latin education, particularly for the upper class. Winston Churchill said he struggled through the text with one beating per page. We ask whether this text, which glorifies conquest and values military success, is appropriate for students today. We look at resources for studying Caesar and the Gallic campaigns, and approaches to the text that will increase student fluency in reading Latin, and skill and interest in asking hard questions of the text.
  • 10:50-11:40. Session 94. Jessie Craft (jicraft@wsfcs.k12.nc.us) ‘Storytelling in Minecraft for the CI/TPRS Classroom’
    This presentation will show an innovative way to foster language acquisition through a blending of Minecraft and CI/TPRS. There will be discussion on the principles of CI/TPRS and their powerful impact on language acquisition. This will be followed by a discussion on how to use Minecraft to create the 3D virtual space in which the language can be delivered to learners through compelling and comprehensible storytelling. The presentation will conclude with a demonstration of the principles and methods.
  • 11:40-12:50. Lunch and Business Meeting. Report: Many thanks to Christy Tucker for volunteering to serve as Vice-President. It is hoped that through her relationship with JCL, our organizations may grow closer. We discussed a spring meeting the last Saturday in February in Durham or Raleigh. We also voted to add our name to the list of organizations encouraging states to adopt standards for the 'Seal of Biliteracy'. Many thanks also to Colleen Girouard for stepping in at the last minute to provide the first talk of the day. The talks were nicely attended with between 10 and 25 people at each.
  • 1:00-1:50. Session 106. John Stevens (stevensj@ecu.edu) ‘The Latin and Greek Exchange in UNC Online’
    In the budget crisis of 2011, UNC foreign language depts were asked to explore cooperation and course sharing across the system so that less commonly taught languages would not be lost in the crisis and to maximize efficiency. The result was the Language Exchange in UNC Online, which offers both synchronous and asynchronous courses in distance education. We will look at the offerings, the technology, and discuss the possibilities for and obstacles to cooperation between secondary schools and universities.