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AMERICAN CLASSICAL LEAGUE TASK FORCE FOR ENCOURAGING MINORITY ENROLLMENT AND DIVERSITY IN CLASSICS |
ACL Task Force 1996 & 1997 Material
AMERICAN
CLASSICAL LEAGUE TASK FORCE FOR
ENCOURAGING MINORITY ENROLLMENT AND
DIVERSITY IN CLASSICS
ACL
Task Force 1996 & 1997 Material
The Task Force's purpose is indicated in the title above. It held two inaugural meetings, and agreed on the following:
Cathy Favreau
35418 Twin Pines
Warrenville, IL 60555
acsfavreau@aol.com
Steven Rutledge
2407 Marie Mount Hall
Dept. of Classics
University of Maryland
College Park, MD 20742
srutled@deans.umd.edu
Adriene Shah
1859 Old Meadow Road T-2
McLean, VA 22102
(703) 893-9551
ashah2@pen.k12.va.us
Mary Lou Carroll
2508 Dan & Mary Street
Elizabeth City, NC 27909
Margaret A. Brucia
115 Greenlawn Road
Huntington, NY 11743
mabrucia@aol.com
Ann Marie Yasin
Dept. of Art History
Univ. of Chicago
5540 S. Greenwood Ave.
Chicago, IL 60637
annyasin@midway.uchicago.edu
Edward Podsiadlik III
12728 S. Escanaba Ave.
Chicago, IL 60633
Edward V. George
Coordinator: Recorder
Revised 5 July, 1996
Please report additions and corrections to E.V. George (address below) for revisions of this list.
Eleanor Antoniak
4217 Sheridan St.
University Park, MD 20782
Nicholas Asante
635 Howard SE
Teaneck, NJ 07666
Reilly Middle School
425 Grier Ave.
Elizabeth, NJ 07202
Braulio Borlaza
260 Union Hill Road
Manalapan, NJ 07726-1863
Margaret A. Brucia
115 Greenlawn Road
Huntington, NY 11743
mabrucia@aol.com
E. L. Vandermeulen High School
Port Jefferson, NY 11777
Mary Lou Carroll
2508 Dan & Mary Street
Elizabeth City, NC 27909
Fred Dobke
305 Augusta
Racine, WI 53402
Fax: (414) 886-7942
Edward V. George
Task Force Coordinator
Dept. of Classical and Modern
Languages and Literatures
Texas Tech University
Lubbock, TX 79409-2071
(806) 742-1555
Fax: (806) 742-3306
ed.george@ttu.edu
Cathy Favreau
35418 Twin Pines
Warrenville, IL 60555
acsfavreau@aol.com
Gilbert Lawall
71 Sand Hill Rd.
Amherst, MA 01002
(413) 549-0390
glawall@classics.umass.edu
Sally Murphy
The Winsor School
Pilgrim Rd. Boston, MA 02215
163 Brayton Rd.
Brighton, MA 02135
smurphy@IDEA.uml.edu
Edward Podsiadlik III
12728 S. Escanaba Ave.
Chicago, IL 60633
JoAnn Polito
Beloit Academy
Beloit College
700 College Street
Beloit, WI 53511
Steven Rutledge
2407 Marie Mount Hall
Dept. of Classics
University of Maryland
College Park, MD 20742
srutled@deans.umd.edu
Adriene Shah
1859 Old Meadow Road T-2
McLean, VA 22102
ashah2@pen.k12.va.us
Tom Sinkiewicz
Dept. of Classics
Monmouth College
Monmouth, IL 61462
Ken Walsh
62 River Plantation Drive
Conroe, TX 77302-1129
Ann Marie Yasin
Dept. of Art History
Univ. of Chicago
5540 S. Greenwood Ave.
Chicago, IL 60637
annyasin@midway.uchicago.edu
CONTENTS:
1. A Brief Introduction
2. A Word from the Coordinator
3. Visit the Task Force's Website
4. Task Force To Meet at 1997 ACL in Ann Arbor
5. Impromptu April 4 Meeting at CAMWS in Boulder, CO
6. Diversity in the Classical World: A Resource Bibliography
7. Report from Chicago
8. College Courses: Two Curricula
9. Pedagogy for a Diverse Student Population
10. Hign School - College Contact: A Recommendation
11. Materials for Recruiting and Retention: A Request for Information
12. National Committee for Latin and Greek Packet
13. Latin and Spanish Together inTexas
14. Directory of Members Responsible for Specific Areas
The Task Force was formed in June 1996 at the ACL Institute by about fifteen people to:
1) encourage minority enrollment in classics at all educational levels.
2) demonstrate and exploit the breadth and variety, both linguistic and cultural, of classical studies.
3) raise awareness of the importance of goals 1) and 2) among Latin teachers, school administrators, guidance counselors, parents, and the general public.
2. A WORD FROM THE COORDINATOR
Several people have contributed time, talents, ideas, and information since June 1996 to further the objectives of the Task Force. They are all to be commended; what work we have done has occurred in the spaces between people's already busy schedules. Some of the results are detailed in this newsletter, which we hope will serve to provide encouragement and resources.
We are keenly aware that we are not the only group engaged with the issues we are addressing. We seek to work with and support any other group whose purpose overlaps with ours. We welcome suggestions, criticisms, and other comments which will enhance our usefulness.
3. VISIT THE TASK FORCE'S WEBSITE
The Diversity Task Force has a webpage at <http:/www.ttu.edu/~renlat/divweb.htm>.
4. TASK FORCE TO MEET AT 1997 ACL IN ANN ARBOR
The group's meeting at the 1997 ACL Institute in Ann Arbor, MI, will be held Friday, June 27, at 9:00-10:00 AM.
5. IMPROMPTU APRIL 4 MEETING AT CAMWS IN BOULDER, CO.
Members of the Task Force and others interested who will be at the CAMWS meeting in Boulder are invited to gather Friday, April 4, at 9:45 AM at the Regal Harvest House Hotel, in the venue named "Canyon Half", at the conclusion of Sixth Session Panel A on the topic "Minorities and the Classical Tradition" chaired by Tina Saavedra.
The session preceding our gathering will include these papers:
"A Loose Canon? Minorities and the Classical Tradition." By Ms. Saavedra, of the University of Chicago.
"Representing Underrepresented Groups in the High School Classics Classroom." By Michelle Ronnick, Wayne State University.
"SPLAT: Combining Spanish and Latin." By Susan Robertson and Donalee Harris, Frenship High School, Wolfforth, TX.
"The Alexandria Project at Chicago: Ancient Civilizations on the South Side." By Elizabeth Manwell, University of Chicago.
6. DIVERSITY IN THE CLASSICAL WORLD:
A RESOURCE BIBLIOGRAPHY
(Supplied by Prof. Steven Rutledge, of the University of
Maryland,Dept. Of Classics, 2407 Marie Mount Hall, College Park, MD
20742, <srutled@deans.umd.edu>. This is a work in
progress.)
The following is intended as a resource guide for those
interested in diversity and minority enrollment in Classics. This
resource guide has two parts. The first is a bibliography of
suggested primary texts. The second part is a select list of
resources from which to choose for further reading in this area.
GREEKS AND AFRICANS:
Homer: Iliad
The Lyricists (writers who are either from or write about the Near East)
Alcman
Archilochus
Callinus
Mimnermus
Sappho
Alcaeus
Ibycus
Xenophanes
Hipponax
Aeschylus: Persae
Euripides: Hecuba, Phoenissae
Herodotus: Books 1, 3, 5-9
Thucydides: Book 1.1-17, 89-117; Book 8
Isocrates: Panegyricus; To Philip; Nicocles; To Nicocles
Polybius: Selections on Affairs in the Near/ Middle East
Arrian: The Campaigns of Alexander
Plutarch: Life of Artaxerxes
ROME AND AFRICA:
Polybius: Narrative on the Second and Third Punic Wars and other selections.
Plautus: Poenulus; Rudens
Terence: passim
Sallust: Bellum Iugurthinum
Livy: Books 21-30
Vergil: Aeneid 1-4
Horace: Odes 1.37
Ovid: Metamorphoses 13 ( on Memnon)
Pliny the Elder: Natural History, Books 5 and 7
Juvenal: Sat. 15
Apuleius: passim
Augustine: passim
ROME AND THE NEAR & MIDDLE EAST:
Livy: Selections from the Fourth Decade
Tacitus: Selections from the Annales (on Parthia, Armenia, Judaea, etc.)
Flavius Josephus: Bellum Iudaicum
Ammianus Marcellinus: Selections on Rome's wars with Persia
ROME AND SPAIN:
Livy: Selections from the Fourth Decade
De Bello Hispaniensi (under Caesar's name)
Pliny the Elder, Natural History, Book 3
Seneca: passim
Martial: passim
Quintilian: passim
ANTIQUITY, INDIA, AND CENTRAL ASIA:
Pliny the Elder: Natural History, Book 6
Arrian: The Campaigns of Alexander
ANTIQUITY AND THE ECONOMICALLY DISENFRANCHISED:
Aristophanes: Ploutos
Plautus: Captivi, Casina, Persa
Cato: De agri cultura, passages on treatment of slaves
Petronius: Satyricon (Cena Trimalchionis)
Seneca, Ep. Mor. 47
FEAR OF DIVERSITY V. THE VOICE OF TOLERANCE:
Juvenal, Sat. 3, v. Horace, Sat. 1.3
VOICES OF THE POLITICALLY DISENFRANCHISED:
Homer, Iliad 2 (Thersites)
Archilochus, Sappho: selections on exile
Pindar: Pythian 4
Thucydides: Book 5
Andocides: passim
Tacitus: passim
Pliny the Younger: selected Epistulae
Sallust: Praefationes to Bellum Catilinae and Bellum Iugurthinum
Ovid: Tristia: Epistulae ex Ponto
Seneca: Consolationes ad Helviam, Marciam, Polybium
Akurgal, E. The Birth of Greek Art: The Mediterranean and Near East (London, 1968).
Barnett, R. D. "Some Contacts between Greek and Oriental Religions," Eléments (1960) 143-53.
Bernal, Martin. Black Athena. Vol. I: The Fabrication of Ancient Greece 1785-1985 (New Brunswick, 1987). (See also Lefkowitz below.)
Braun, T.F.R.G. "The Greeks in the Near East," in Cambridge Ancient History.2 , Vol. III.3 (Cambridge, 1982) 1-31.
____. "The Greeks in Egypt," ibid. 32-56.
Burkert, Walter. The Orientalizing Revolution. Near Eastern Influence on Greek Culture in the Early Archaic Age (Cambridge, 1992).
Davis, W. M. "Plato on Egyptian Art," Journal of Egyptian Archaeology 66 (1979) 121-27.
Dover, Kenneth. Greek Homosexuality (Cambridge, 1978)
Drews, Robert. The Coming of the Greeks: Indo-European Conquests in the Aegean and the Near East (Princeton, 1988).
_____. The End of the Bronze Age: Changes in Warfare and the Catastrophe ca. 1200 B.C. (Princeton, 1993).
Fantham, Elaine, et al., ed. Women in the Classical World (Oxford, 1994).
George, Pericles. Barbarian Asia and the Greek Experience: From the Archaic Period to the Age of Xenophon (Baltimore, 1994).
Gruen, Erich. Culture and National Identity in Republican Rome (Ithaca, 1992).
Hawley, Richard, and Barbara Levick, ed. Women in Antiquity: New Assessments (N.Y., 1995).
Haynes, J.L. Nubia. Ancient Kingdoms of Africa (Boston, 1992).
Kemp, B. J. Ancient Egypt: Anatomy of a Civilization (N.Y., 1991).
Lefkowitz, Mary, and Guy Maclean Rogers, ed. Black Athena Revisited (Chapel Hill, 1996). (See Bernal above.)
Lefkowitz, Mary, and Maureen Fant, ed. Women's Life in Greece and Rome: A Source Book In Translation (Baltimore, 1982).
Mondi, R. "Greek and Near Eastern Mythology". in Approaches to Greek Myth, ed. L. Edmonds (Baltimore, 1990) 141-98.
Pomeroy, Sarah. Goddesses, Whores, Wives, and Slaves: Women in Classical Antiquity (N.Y., 1975).
Ridgway, D., and F.R. Ridgway. Italy before the Romans: The Iron Age, Orientalising and Etruscan Periods (London, 1979).
Rosenthal, Franz. The Classical Heritage in Islam (N.Y., 1944).
Säve-Soderbergh, T. Temples and Tombs of Ancient Nubia: The International Rescue Campaign at Abu Simbel, Philae, and Other Sites (N.Y., 1987).
Saxonhouse, Arlene. Fear of Diversity:The Birth of Political Science in Ancient Greek Thought (Chicago, 1992).
Snowden, Frank, Jr. Blacks in Antiquity: Ethiopians in the Greco-Roman Experience (Cambridge, MA, 1970).
_____. Before Color Prejudice (Cambridge, MA, 1983).
Tarn, W. W. The Greeks in Bactria and India (Cambridge, 1966).
Trigger, B.G., B.J. Kemp, D. O'Connor, and A.B. Lloyd. Ancient Egypt: A Social History (Cambridge, 1985).
Van Sertima, I.,ed. Black Women in Antiquity (New Brunswick/ London, 1984).
Ann Marie Yasin of the University of Chicago sends this update on the Alexandria Project, designed to provide an introduction to the ancient world to inner city students:
.
The Alexandria Project at Chicago is now in the midst o fits second year of instruction. Our organization is comprised of volunteer teachers from the University of Chicago community including undergraduate and graduate students from several departments (classics,
art history, linguistics, etc.). Two days each week a small team of teachers head "across the Midway" to John Fiske, a local public school, to work with the students who have enrolled in our after-school program.While the school has drastically reduced the number of "recreational"
extra-curricular activities in response to their probationary status in the public school system, our program was not only preserved, but officially sponsored with additional funds. This is an indication, webelieve, of the value placed in our students' exposure to Latin and
classical culture.
In our efforts to engage our exclusively African-American students, we have situated our curriculum in the multicultural world of ancient Alexandria, rather than Rome. As a bustling port city, Alexandria provides endless opportunities to raise issues of cultural and socio-economic diversity among her many inhabitants and visitors. However, many of the activities we present could also be successfully employed in a more traditional classroom setting.
Recently, for example, we worked on a unit focused on ancient professions. Activities and writing assignments incorporated the Latin vocabulary for a variety of professions and their settings in the ancient city (e.g. nauta/portus, mercatus/taberna, agricola/macellum,
sacerdos/templum, artifex/officina, bibliothecarius...). In other exercises students compared the skills, facilities and tools necessary for the running of ancient and modern cities. Another creative writing assignment had students place themselves in the role of an individual and
describe how they would react to a particular incident or crisis- such as the experienced gladiator who is up against a more crowd-pleasing fighter, or the merchant who is accused of distributing counterfeit coins.
In other types of exercises we have tried to achieve greater cultural breadth and introduce a more global perspective of ancient history. This fall, for example, we worked on a series of creation stories from different parts of the world. In addition to familiar accounts from classical mythology, we looked at stories from ancient Africa, Israel, China, and Scandinavia. In small group discussions and short writing activities students both identified culturally specific
elements and drew cross-cultural comparisons between the stories. We believe that by moving the curriculum away from the elite, culturally homogenous bias which dominates much Latin instruction, a diverse student body can find relevance, interest and excitement in classical culture,
ancient history, and the Latin language.
Alexandria Project Co-Directors of Curriculum:
Ann Marie Yasin (annyasin@midway.uchicago.edu)
Elizabeth Manwell (eamanwel@midway.uchicago.edu)
8. COLLEGE COURSES: TWO CURRICULA
Dr. Patricia Marshall, formerly of the University of Richmond (her address: 1516 W. Northwest Blvd., Winston-Salem, NC 27104-4313) has asembled an undergraduate Classics course, "Women, Children, Blacks, and Slaves," about which she would be glad to share the details. (Catalog description: "Structure of ancient Greek society through contextual analysis of its minority groups with particular attention to women.")
Similarly, Dr. Dolores O'Higgins (Dept. Of Foreign Languages and Literatures, Bates College, Lewiston, ME 04240) is the author of a course, "Africa and the Classics", which she introduces with the following remarks:
The field of Classics, long seen as fundamental to and defining the culture of the western world, recently has begun to examine its own definitions, canons and presumptions. One of the most controversia lareas of this self-reflexive research is that of race, and the role that race has played in our definitions of cultural heritage. This class examines the cultures of ancient Egypt and Nubia, and how the ancient Greeks and Romans viewed the African civilizations with which they cane in contact In the last part of the semester students read and discuss M. Bernal's Black Athena (amongst other things) and consider how the modern study of Classics has been shaped. ... The class is premised on the fact that traditional studies of the ancient Mediterranean have been partial and distorted. We cannot redress the balkance in a single class -- but let us not compound past injustices with sloppy and inadequate work now.
9. PEDAGOGY FOR A DIVERSE STUDENT POPULATION
Dr. Gilbert Lawall (Dept. Of Classics, University of Massachusetts, Amherst, MA 01003) has forwarded a sheaf of photocopied material on pedagogical strategies for teaching diverse student populations. He is a rich source for material of this kind.
10. HIGH SCHOOL - COLLEGE CONTACT: A RECOMMENDATION
From Margaret A. Brucia (115 Greenlawn Road, Huntington, NY 11743: mabrucia@aol.com)
"There should be a way, informally or formally, for high school Latin teachers who teach ethnically diverse students to be encouraged to alert classics departments at the colleges and universities that these students plan to attend. University professors could then make an effort to
find these students on campus and to invite them to visit the classics department and enroll in courses. It seems like a simple plan that could help us keep track of these students. I do think we lose many of them in the transition from high school to college.
11. MATERIALS FOR RECRUITING AND RETENTION: A REQUEST FOR INFORMATION
At our meeting in College Park in June 1996 concerns were raised about the recruitment and retention of minorities in Classics (both students and teachers). We felt a need to publicize (both within our professional organizations and among the general public) concerning what roles
the Classics play (and should continue to play) for students of diverse backgrounds. We would like the public to see Greco-Roman civilization as an historical example of a society that was as
mulitculturally diverse as it was politically and militarily successful. We also would like to see the creation of materials for guidance counselors. Latin teacher Mary Lou Carroll has has
volunteered to take charge of these aspects of recruitment, retention, publicity, and creation of materials for guidance counselors. She's particularly interested in scholarships and mentoring programs between high schools and colleges. If you have information to share on any of these topics, you can reach her at 2508 Dan and Mary Street, Elizabeth City, N.C. 27909, (919) 331-5804, or e-mail at scarroll@ecsu.campus.mci.net.
12. NATIONAL COMMITTEE FOR LATIN AND GREEK PACKET
The NCLG has produced Beyond Greece and Rome: Teaching Cultural Diversity in the Roman Empire, a packet designed "to encourage teachers to expand the scope of their courses beyond Greece and Rome to include a sense of how other ethnic cultures impacted and were acted upon by these mainstream cultures." Obtainable for $8.00 from G. Edward Gaffney, Exec. Secretary, NCLG, Montgomery Bell Academy, 4001 Harding Rd., Nashville, TN 37205. (Sources: NCLG's newsletter "Prospects" and a notice in the Fall 1996 Classical Outlook, p. 33.)
13. LATIN AND SPANISH TOGETHER IN WEST TEXAS
Several teams (Latin / Spanish) of teachers in the Lubbock area have been cooperating in experiments designed to introduce Latin students to some elements of Spanish and vice versa. The purposes of these experiments include:
1. To demonstrate the availability of Spanish to Latin students.
2. To enrich Spanish students' understanding of the full scope of Spanish by exploring its Latin antecedents.
3. To develop Spanish and Latin students' English vocabulary.
4. To expose Latin students to texts in Latin from the sixteenth century that are pertinent to the New World.
Examples of exercises undertaken or planned by teachers have included compiling a bank of trilingual(Latin/ Spanish/ English) vocabulary cards; creation of overheads, cards, and other materials for vocabulary exercises; cooperative learning of the days of the week, months of the year, parts of a house, and other vocabulary clusters in both languages; and systematic study of Latin > Spanish sound and spelling changes. These exercises have been used with students grades 7-12.
In summer 1996, several teachers attended a course, "Roman Culture and Hispanic America," presented at Texas Tech by Prof. Edward George. The course focused both on the evolution of Spanish from Latin and on aspects of the Hispanic culture of the New World that have Roman or Greco-Roman roots, such as the idea of empire and the doctrine of natural slavery.
Prof. George, with Texas Tech University graduate student Deborah Moczygemba, has edited Jorullo 1759: A Mexican Volcanic Eruption. A Narrative in Latin Epic Poetry by Rafael Landivar, S.J. (1731-1793), as an intermediate level text with introduction, vocabulary and notes, currently in use in fourth semester Latin at Texas Tech in spring 1997.
More information regarding the book may be obtained from Edward V. George
Dept. of CMLL, Texas Tech University, Lubbock, TX 79409-2071<ed.george@ttu.edu>.
On development of Spanish/ Latin classroom materials get in touch with Susan Robertson,
3515 91st Street, Lubbock, TX 79423, or Donalee Harris, 7805 Ave. W, Lubbock, TX 79423
Ms. Robertson teaches Latin and Ms. Harris Spanish at Frenship High School in suburban Wolfforth, outside Lubbock. They are engaged in a systematic cooperative project during the current year, and they will be presenting the results of their work in a panel on Classics and Minorities at the CAMWS convention April 4 in Boulder, CO.
14. DIRECTORY OF TASK FORCE MEMBERS RESPONSIBLE FOR SPECIFIC AREAS
Steven Rutledge
2407 Marie Mount Hall
Dept. of Classics
University of Maryland
College Park, MD 20742
srutled@deans.umd.edu
Adriene Shah
1859 Old Meadow Road T-2
McLean, VA 22102
(703) 893-9551
Mary Lou Carroll
2508 Dan & Mary Street
Elizabeth City, NC 27909
Margaret A. Brucia
115 Greenlawn Road
Huntington, NY 11743
mabrucia@aol.com
Ann Marie Yasin
Dept. of Art History
Univ. of Chicago
5540 S. Greenwood Ave.
Chicago, IL 60637
annyasin@midway.uchicago.edu
Edward Podsiadlik III
12728 S. Escanaba Ave.
Chicago, IL 60633
7. Latin and Spanish: Roman Culture and Hispanic America:
Edward V. George
Dept. Of CMLL
Texas Tech University
Lubbock, TX 79409-2071
Ed.george@ttu.edu
Address communications to any member of the Task Force List or to
Edward V. George, Dept. Of
Classical and Modern Languages and Literatures, Texas Tech
University, Lubbock, TX 79409-2071. Phone (806) 742-1555. Fax (806)
742-3306.
Darlene Brooks Hedstrom
and Judith de Luce for the American Classical League. Copyright 2000.
Oxford, OH, USA.