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Study Guide

Field 026: Latin
Sample Multiple-Choice Questions

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Sample Test Directions

This test consists of two sections: 1) a section with multiple-choice questions and 2) a language translation section. The directions for each section appear before that section.

Each question in the first section of this test is a multiple-choice question with four answer choices. Read each question and answer choice carefully and choose the ONE best answer. Try to answer all questions. In general, if you have some knowledge about a question, it is better to try to answer it. You will NOT be penalized for guessing.

The second section of this test consists of two written translation assignments. You will be asked to translate two selections of Latin.

Subarea II—LANGUAGE STRUCTURES AND COMPARISONS

Objective 004—Understand the connections between Latin and English.

1. English expresses the duration of time with the preposition "for" (e.g., "I slept for eight hours."). Latin uses which of the following cases to express extent of time?

  1. ablative
  2. genitive
  3. accusative
  4. dative
Enter to expand or collapse answer.Answer expanded
Correct Response: C.

2. Both English and Latin use which of the following types of words to begin a relative clause?

  1. conjunction
  2. adjective
  3. adverb
  4. pronoun
Enter to expand or collapse answer.Answer expanded
Correct Response: D.

3. English can show possession with an apostrophe. With which of the following cases can Latin show possession?

  1. accusative
  2. nominative
  3. ablative
  4. dative
Enter to expand or collapse answer.Answer expanded
Correct Response: D.

Subarea III—CULTURAL UNDERSTANDING, COMPARISONS, AND CONNECTIONS

Objective 005—Understand the products and perspectives of Roman culture.

4. The hills surrounding Rome, such as the Alban hills, were used for which of the following purposes?

  1. silver mining
  2. ship building
  3. water sources
  4. grain storage
Enter to expand or collapse answer.Answer expanded
Correct Response: C.

5. The authors of the Declaration of Independence, the Constitution, and the Bill of Rights of the United States of America were most influenced by which of the following forms of Roman government?

  1. dictatorship
  2. empire
  3. republic
  4. monarchy
Enter to expand or collapse answer.Answer expanded
Correct Response: C.
Objective 006—Understand the practices (e.g., political and economic practices, practices of daily life and communication) and perspectives of Roman culture.

6. Which of the following best describes the main purpose of the sacrifices that ancient Romans made every February at the Parentalia festival?

  1. to honor the dead
  2. to pay tribute to newly chosen consuls
  3. to purify the city
  4. to propitiate the city's patron deity
Enter to expand or collapse answer.Answer expanded
Correct Response: A.

Subarea IV—LANGUAGE ACQUISITION, INSTRUCTION, AND ASSESSMENT

Objective 007—Understand processes of language acquisition and the principles and practices of instruction and assessment in the language classroom.

7. A teacher of an advanced Latin class assigns a poem by Catullus whose interpretation is controversial. The teacher brings the issue to the students' attention and invites discussion. Which of the following discussion activities would most encourage students to think critically about the interpretation of the poem?

  1. dividing the class into groups that must each support a different position on the poem
  2. placing the poem in context with others whose themes or meanings may be helpful in interpreting the poem
  3. generating a list of points on the board that support various interpretations of the poem
  4. providing articles for students to read explaining the different interpretations of the poem
Enter to expand or collapse answer.Answer expanded
Correct Response: A.
Objective 008—Understand the integration of standards into language curriculum and instruction and the role of the teacher as a professional.

8. A new teacher of Latin is establishing and collecting content for a professional teaching portfolio. The teacher sets a goal to frequently read and research various forms of Latin texts, textbooks, and teaching methods and to document these research activities regularly in the portfolio. This activity best demonstrates that the teacher recognizes which of the following aspects of professional development for a language teacher?

  1. the opportunity to evaluate new materials before incorporating them into classroom instruction
  2. the importance of reflecting on ways to keep informed about recent trends in teaching classical language and culture
  3. the role a teacher has in being a good model of continued language learning for students
  4. the ability to keep accurate records of what methods are being used to develop up-to-date teaching materials
Answer
Correct Response: B.

9. Which of the following best describes the role of student benchmarks in the world language classroom?

  1. Benchmarks help state and national organizations determine how closely each school system is following the national standards.
  2. Benchmarks serve as entrance exams for the next level of language study.
  3. Benchmarks identify students who should be screened for learning disorders.
  4. Benchmarks help teachers and other educational personnel get a sense of how well the curriculum is aligned with the national standards.
Answer
Correct Response: D.

MULTIPLE-SUBAREA PASSAGES

Read the passage below and answer the two questions that follow.

Diffūgēre nivēs, redeunt iam grāmina campīs
arboribusque comae;

mūtat terra vicēs, et dēcrescentia rīpās
flūmina praetereunt;

Grātia cum Nymphīs geminīsque sorōribus audet
dūcere nūda chorōs.

Immortālia nē spērēs, monet annus et almum
quae rapit hōra diem.

(Horace, c. 4.7.1–8)

Objective 001—Apply literal comprehension skills to Latin prose and poetry.

10. Which of the following does this poem describe?

  1. heavy snow falling
  2. grass growing again
  3. rivers flooding
  4. leaves falling from trees
Answer
Correct Response: B.
Objective 002—Apply skills of inference and interpretation to Latin prose and poetry.

11. What lesson from nature does the poet offer here?

  1. Snow covers both virtue and vice.
  2. Nothing lasts forever.
  3. The gods care for mortals.
  4. Leaders are born not made.
Answer
Correct Response: B.

Read the passage below and answer the three questions that follow.

1 Quiētā Galliā, Caesar, ut cōnstituerat, in Ītaliam ad conventūs agendōs
proficīscitur. Ibi cōgnōscit dē Clōdī caede, dē senātūsque cōnsultō certior
factus, ut omnēs iūniōrēs Ītaliae coniūrārent, dīlēctum tōtā prōvinciā habere
īnstituit. Eae rēs in Galliam Trānsalpīnam celeriter perferuntur. Addunt
5 ipsī et adfingunt rūmōribus Gallī quod rēs poscere vidēbātur, retinērī urbānō
mōtu Caesarem neque in tantīs dissēnsiōnibus ad exercitum venīre posse.
Hāc impulsī occāsiōne quī iam ante sē populī Rōmānī imperiō subiectōs
dolērent līberius atque audācius de bellō cōnsilia inīre incipiunt.

(Caesar, De Bello Gallico, 7.1)

Objective 001—Apply literal comprehension skills to Latin prose and poetry.

12. Which of the following happened after Caesar decided to recruit young men in transalpine Gaul?

  1. Gauls plan for war.
  2. Caesar subdued Gaul.
  3. Caesar learned about Clodius.
  4. Gauls dissent among themselves.
Answer
Correct Response: A.
Objective 002—Apply skills of inference and interpretation to Latin prose and poetry.

13. Based on this passage, which of the following outcomes is most likely?

  1. Caesar will remain in Italy for military enrollment.
  2. The Senate will hold a trial for the death of Clodius.
  3. The Gauls will begin to revolt against Roman rule.
  4. Dissension will arise among Caesar's army.
Answer
Correct Response: C.
Objective 003—Demonstrate knowledge of the grammatical and syntactic structures of Latin.

14. Which of the following uses of the subjunctive governs dolērent in line 8?

  1. purpose clause
  2. indirect command
  3. indirect question
  4. relative clause of characteristic
Answer
Correct Response: D.

Read the passage below and answer the three questions that follow.

1 At studuit Catīlinae, cum iam aliquot annōs esset in forō, Caelius. Et multī
hōc idem ex omnī ordine atque ex omnī aetāte fēcērunt. Habuit enim ille,
sīcutī meminisse vōs arbitror, permulta maximārum nōn expressa signa sed
adumbrāta virtūtum. Utēbātur hominibus improbīs multīs ; et quidem
5 optimīs sē virīs dēditum esse simulābat. Erant apud illum inlecebrae
libīdinum multae ; erant etiam industriae quīdam stimulī ac labōris.
Flagrābant vitia libīdinis apud illum ; vigēbant etiam studia reī mīlitāris.
Neque ego umquam fuisse tāle monstrum in terrīs ullum putō, tam ex
contrāriīs dīversīsque atque inter sē pugnantibus nātūrae studiīs
10 cupiditātibusque conflātum.

(Cicero, Pro Caelio, 7.1)

Objective 001—Apply literal comprehension skills to Latin prose and poetry.

15. Which of the following best expresses the main idea of this passage?

  1. Catiline cannot control his strong desires.
  2. Good men should not associate with Catiline.
  3. Catiline has a complex and deceptive personality.
  4. There are hints of the greatest virtues in Catiline.
Answer
Correct Response: C.
Objective 002—Apply skills of inference and interpretation to Latin prose and poetry.

16. Which of the following is a likely purpose of this passage?

  1. to contrast the characters of Catiline and of Caelius
  2. to associate Caelius with Catiline's followers
  3. to make an excuse for Catiline's bizarre behavior
  4. to explain why men were drawn to Catiline
Answer
Correct Response: D.
Objective 003—Demonstrate knowledge of the grammatical and syntactic structures of Latin.

17. Which of the following grammatical constructions is represented by the phrase et quidem optimīs sē viriīs dēditum esse simulābat in lines 4–5?

  1. indirect statement
  2. ablative absolute
  3. gerundive of purpose
  4. temporal clause
Answer
Correct Response: A.

Read the passage below and answer the three questions that follow.

1 Ita duo duārum civitātium exercitus ad repetendum regnum bellōque
persequendōs Rōmānōs secūtī Tarquinium. Postquam in agrum Rōmānum
ventum est, obviam hostī consulēs eunt. Valerius quadrātō agmine peditem
dūcit: Brūtus ad explorandum cum equitātū antecessit. Eōdem modō
5 prīmus eques hostium agminis fuit; praeerat Arruns Tarquinius filius rēgis,
rex ipse cum legiōnibus sequebatur. Arruns ubi ex lictōribus procul
consulem esse, deinde iam propius ac certius faciē quoque Brutūm cognōvit,
inflammātus irā 'Ille est vir' inquit 'quī nōs extorrēs expulit patriā. Ipse ēn
ille nostrīs decorātus insignibus magnificē incēdit. Dī rēgum ultōrēs adeste.'
10

(Livy, Ab Urbe Condita, 2.6.5–7)

ēn (interjection): lo!, behold, see!

Objective 001—Apply literal comprehension skills to Latin prose and poetry.

18. Which of the following is the immediate result of the Romans driving Tarquin from his kingdom?

  1. Two armies converge in Roman territory.
  2. Brutus becomes consul.
  3. Arruns takes command of the army.
  4. The Tarquinians sue for peace.
Answer
Correct Response: A.
Objective 002—Apply skills of inference and interpretation to Latin prose and poetry.

19. Based on the passage, which of the following outcomes is most likely?

  1. The consuls will ask for peace.
  2. Arruns will attack Brutus.
  3. The king will help his son.
  4. The Romans will drive out Tarquin.
Answer
Correct Response: B.
Objective 003—Demonstrate knowledge of the grammatical and syntactic structures of Latin.

20. Which of the following grammatical constructions is represented by the phrase ad repetendum regnum in line 1?

  1. present participle
  2. indirect statement
  3. gerundive of purpose
  4. result clause
Answer
Correct Response: C.