Date of Graduation

1982

Document Type

Dissertation/Thesis

Abstract

The dissertation had two emphases: to construct a curriculum design model for classical language cultural presentations; and to create a program in classical language culture based upon the model. The model investigated the components of curriculum design as they related to the goals of classical language cultural presentations. The goals of the study were derived from the knowledge bases of cultural study and the emphasis on reading in the classics. These goals were: (1) The student will develop a concept of culture as an interacting series of facets. The information to supply data on each facet comes from extant literature and archaeological evidence. (2) The student will develop an understanding of culture research using the techniques of archaeology and the techniques of critical reading of relevant literature. (3) Through the techniques of cultural reconstruction and literary analysis, the student will develop an awareness of the similarities and differences between the ancient world and their own. Using a set of assumptions derived from the knowledge bases and the goals, a model was created which specified the content, objectives, learning experiences, and evaluation of the curriculum. Additional material was provided by the sources of current practice in teaching culture, critical reading skills, the culture, the learner, and the teacher needs and interests. The program developed from the model used original passages in Latin to exemplify the concept of culture and the facets of culture, subsistence, economics, political structure, social structure, marriage and family structure, religion, fraternities/sororities and art/architecture. Each facet was covered in three to five separate lessons, with an evaluation appended to each series on a facet. A total of fifty-six lessons was written. A lesson typically included a passage in Latin, vocabulary, notes, questions, and activities. The passages represented a wide range of Latin authors. The questions elicited factual material and asked for additional information. They were constructed to correspond to the six levels of cognitive reasoning skills in Bloom's taxonomy. Activities were written to provide additional work on the topic, and to amplify the information given in the passages.

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