I’m obviously not the first one to say this, but the AP Latin curriculum isn’t good.
In several different ways, it seems like the content of the course is slowly deteriorating over time. I’m sure some here can recall the days of four different tests, each covering a different Roman author. That’s right, four. Nowadays, it seems as if the College Board has really limited the curriculum as a result of the lessening number of students taking the exam (4,899 in 2021).
The effect of this lack of students? A curriculum that awkwardly shoves together two authors in a way that isn’t conducive to educating modern high school students. It hops back and forth between Caesar and Vergil for each unit—in such a way that your average juniors and seniors can struggle to gain a truly strong footing in the material. It’s a little strange.
There’s also an absurd amount of vocabulary. Based on the research of other teachers, there are nearly 11,700 words that a student must understand over the course of the syllabus. This amount of new vocabulary is much more than what the beginner Latin reader is used to dealing with in their first few years of the subject. It’s not to say that it’s impossible, but it is difficult if you’re in your third or fourth year of the subject.
The other aspect of this current AP curriculum that doesn’t exactly appeal to your average teenage high school student is in the subject matter inherent to these pieces. Commentarii de Bello Gallico is dry and does a tremendous job detailing the frequently boring military exploits of the Roman army in Gaul. For every chapter explaining the specifics of a battle, there are five more examining how Caesar sent a dull letter to a commander that one time.
On the other hand, Vergil’s Aeneid is much more interesting. There are lots of references throughout the text and its narrative serves as a nice introduction to the wider world of literature for newer Latin students. In fact, it inspired me to read other works of Roman poetry that I enjoy.
(Personally, my passion for authors like Catullus and Ovid was directly inspired by my work with Vergil this last year. It was the first time I had been exposed to this kind of poetic literature in my education, and now it’s my main interest in the subject. My favorite genre of these works are the semi-autobiographical elegies.)
However, there is one massive flaw with both the Aeneid and Commentarii Bello Gallico that each AP Latin student has to contend with. There is a total lack of variety in the material provided.
I don’t think I’m asking for too much here. This last year, I completed the course with five of my peers, and we were all shocked by something as simple as the lack of a relatable female voice. I can’t remember a single named female character in De Bello Gallico and the non-male characters of the Aeneid don’t exactly get much, either.
You have Juno and Dido, who are both characterized as “crazy” in their opposition to Aeneas. From the opening lines of the epic, it is established that Juno is defined in the story by her conflict against Aeneas’ journey to founding Rome. Similarly, Dido is at first portrayed as the strong female ruler of Carthage, but after Aeneas departs at the request of Mercury, she becomes a crazed lunatic who commits suicide in a famously elaborate fashion.
The other prominent female characters don’t exactly have much to offer. Venus exists entirely as a mother figure in respect to Aeneas, and Lavinia acts as nothing more than a prize to be won at the end of the narrative.
The response to this shouldn’t be “well that’s how it is,” because there are countless examples of prominent, more defined characters throughout Latin literature.
And so, my peers and I, inspired by this notion and a friend’s passion for typesetting, decided to pursue our own educational resources for newer Latin students that featured these uncommon figures. The process for us consists of taking texts from books like Sarah Pomeroy’s Goddesses, Whores, Wives, and Slaves and resources like Tufts’ Perseus Digital Library and Oxford Scholarly Editions and adapting them to lower reading levels. It’s tedious and not exactly entertaining, but it’s been insightful to go through all these different resources and pick certain texts to adapt. Hopefully, this can become a resource useful for high school and lower-level teachers. Based off of the formatting of other educational texts, here’s a section I adapted:
Luke is a rising high school senior from outside Philadelphia, PA. He was new to the subject entering his freshman year, but has since fallen in love with Classical languages and culture to the point where he hopes to study it in college. His personal interest is specific to Roman poetry, but he has experience with traditional Greek authors as well. Outside of his academics, Luke enjoys theatrical performance and filmmaking.