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Andrea Balbo

Cooperative Learning and Latin: between Theory and Praxis

1. A starting point

As everybody knows, after successful results in primary schools, Cooperative Learning1 method is

applied also in secondary school nowadays, especially in subjects as foreign languages, sciences,

history and geography. I have not become acquainted with attempts to use this method in the

activity of Latin language and literature teaching2. This paper aims to give a concrete help to the

diffusion of C. L. method in Classical disciplines; here under I bring out materials which have been

produced by the author, and partly by the students of the "Scuola di Specializzazione per gli

Insegnanti della Secondaria Superiore" (SIS) of Turin (Italy)3.

2. Theory

I do not intend to examine closely all the theoretical features of the C. L.: bibliography and Internet

resources are extremely rich and can be considered exhaustive. So I will only remind some basic

points.

C. L. has been defined as “a group of techniques of class leading who permit to the students to work

together in small groups in a learning activity; the students will be appraised on the basis of their

results” (Comoglio 1996, 24). In the English and American Academic world is also used the

following definition: “C. L. is a relationship in a group of students that requires positive

interdependence (a sense of sink or swim together), individual accountability (each of us has to

contribute and learn), interpersonal skills (communication, trust, leadership, decision making, and

1 In the following pages I use the abbreviation C. L. instead of Cooperative Learning.2 A. Piva (2004), Il sistema latino, Padova, 307-308 inserts something about C. L., affirming that the method can be useful for translation exercises, in which students with more experience can realize a tutoring activity towards younger colleagues. 3 In addition have to thank also the director of the School, prof. Sergio Cecchin, my friends and colleagues Chiara Povero (Liceo classico "G. F. Porporato" di Pinerolo (TO - Italy), who gave me useful materials, and Marcella Guglielmo (SIS Torino) who read this work, yielding good pieces of advice; a great thank to my wife Carmen, who helped me to translate this paper into English.

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conflict resolution), face-to-face promotive interaction, and processing (reflecting on how well the

team is functioning and how to function even better)”4.

As everybody knows, C. L. is widespread in USA, Canada, Israel, Scandinavian countries,

Nederland and only just 15 years Italian teachers have started to use this method too. In particular, I

wish to remind the studies of Mario Comoglio, Professor of Pedagogy at the Pontificio Ateneo

Salesiano in Rome.

I list here under main C. L. organization modalities:

1. Learning Together (David W. Johnson - Roger Johnson, Cooperative Learning Center -

University of Minnesota).

2. Student Team Learning (Rober Slavin, Johns Hopkins University).

3. Structural Approach (Spencer Kagan-Miguel Kagan, San Juan Capistrano, USA).

4. Group Investigation (Yael and Shlomo Sharan, Tel Aviv University, Israele).

The above definitions emphasize the idea that learning work is a process through which it is

possible to acquire or to improve knowledge or skills sharing common targets with partners.

Therefore C. L.– which requires the help of all the members of a team - is perhaps the learning

structure most similar to scientific research, and it is commonly recognized how much

contemporary pedagogy studies point out the moment of this link between research and school

teaching5. C. L. has also other benefits: the work in little group, the exchange of informations, the

sharing of the expectations, the creation of solidarity meant to build or to improve the idea of

personal and common responsibility towards the targets of the project. Moreover, students learn to

complete their work, to make easier others' task, helping other members of the group; this is the

“face-to-face interaction”, one of the five most important conditions allowing the birth of a real C.

L.: “Each group member's efforts are required and indispensable for group success (i.e., there can

4 Johnson and Johnson (1994), 1.5 To get this target is particularly useful the method Group Investigation: see Y. Sharan – S. Sharan (1992), Expanding Cooperative Learning through Group Investigation, New York, Teachers College Press, and Comoglio (1996), 35, 37 and 300-308.

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be no "free-riders"); Each group member has a unique contribution to make to the joint effort

because of his or her resources and/or role and task responsibilities”6.

So, it is very important that C. L. could help the improvement of the social competences 7. As

Comoglio 2001 observes, in XXI century school the educational targets and the psychological

outlook of knowledge and learning activity have changed, the condition of heterogeneity of the

classroom members has grown; therefore it is necessary to stress skills like cooperation, thinking on

a higher level than normal activities. Consequently, C. L. becomes one of the most suitable methods

to answer to these challenges. Through C. L. it is possible to strengthen these competences:

Communication.

Interpersonal relationship.

Shared leadership.

Problem solving.

Peaceful settlement of disputes.

Learning to take decisions.

In C. L. "the resources are students themselves, who share responsibility and engagement,

developing social relationships and reaching better levels of learning. The teacher does not play the

role of owner or interpreter of knowledges, but he has to make easier the task of students organizing

and leading them to create conditions of a apprenticeship of knowledge” (Comoglio 2001, 10)8.

So we can sum up C. L. advantages:

Competences can be learnt9.

Students learn to work in small groups that are more or less permanent and heterogeneous.

Activities are planned and realized.

6 Johnson and Johnson (1994), 1.7 See Comoglio (1996), 163-178.8 My translation.9 Johnson and Johnson (1994), 3 quotes right the famous aphorism of L. Vygotsky: What children can do together today, they can do alone tomorrow.

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Students take on their shoulders individual accountability and personal responsibility to

achieve the group’s goals.

The member of the group is an active part in learning process; he understands that his notes

can improve the results of other members, and he can be improved by them on his turn.

It is possible to work without time loss, attention decrease, passiveness.

Self-esteem, creativity and acceptance of differences grow up.

Teachers and students can unceasingly check real learning results.

Building a group who really wants to learn in a cooperative way involves the creation of the

condition that M. Deutsch10 and others call positive interdependence.

C. L. project must have some characteristics:

a) All the members must understand that to get group’s goal requires the help of all members ;

b) All the members must accept and share group’s goal;

c) group’s goal must be complex and interesting; it has to suggest challenges that only a

group can solve.

The highest goal in C. L. is to improve classroom life, creating a positive working atmosphere, that

not only teachers but also paedagogists consider very important.

In C. L. teacher’s role is very important. He must ask to himself:

a) what will the students acquire;

b) which are the characteristics of the learning work;

c) how much help must the students receive to bring to end their task;

d) which materials are necessary for C. L.;

e) which atmosphere is necessary to get the target of C. L.;

f) which social competences must be considered basic requisites.

10 M. Deutsch, A theory of cooperation and competition, «Human Relations», 2 (1949), 129-152. See also Johnson and Johnson 1994, 2-3.

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So the teacher must not only create the groups or establish the rules to create them: he must watch

the members with a lot of attention, observe the working strategies and appraise the activity in an

effective way11.

His concrete actions are the following:

he chooses the goals;

he prepares materials;

he explains the goals and the working rules;

he gives groups material;

he explains and assigns the roles in the groups;

he organizes groups paying attention to the interpersonal relationships;

he aids to create a cooperative atmosphere12;

he explains the appraisal standards.

By the way it is important to remember that “C. L. privileges individual appraise upon group

appraise” (Comoglio 1996, 187). It must be a method to get better personal results, not collective

ones.

3. What about Latin?

The concrete teaching experience, the witnesses of teachers and the training papers of the SIS

students make clear that in Italy, in a lot of institutes of different curriculum, the traditional subjects

have lost appeal and the students get worse notes than some years ago, especially in classical

subjects (i. e. Latin and in Liceo classico13 also Greek14). In contemporary Italian school the

problem of motivation in the field of classical studies is very deep: I think that C. L. method – that

gives good results in other subjects – can become a useful resource to strengthen the motivations of

11See Comoglio (1996), 181-187 with some observations tables.12 “Step 9: teacher floats from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), makes an appropriate intervention”.(http://www.jigsaw.org/steps.htm). 13 I remember that Liceo Classico has a curriculum with Italian, Latin, Greek, Maths, Physics, Sciences, History, Geography, Philosophy, Foreign Language, History of Art. Latin and Greek are taught for 5 years, Latin for 5 hours a week (165 hours year long). 14 See Comoglio (1996), 20.

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http://www.jigsaw.org/steps.htm

the students. Latin is not boring or very difficult: it is necessary that modern teaching methods

allow also the students to understand what we all here know, without any trivialization: we have to

give appeal to Latin, using all the ways that paedagogical research and ICT can offer. It is obvious

that to understand the real advantage of this method in comparison to the traditional ones, we

should think to a widespread experiment, measuring the results of parallel and homogeneous classes

in which some topics are studied with traditional methods and some others with C. L. Now I can

only share some positive feelings of SSIS students, who have seen the C. L. in training activity and

who have used it in their normal teaching work.

I wish to sum up the aims of the application of C. L. to Latin:

1. To get better results from students, who are enlivened to work more, to remember better, to

develop stronger motivations, thinking critical.

2. To build better relations between students and create not only a good atmosphere, but also a team

attitude towards problems.

3. To give psychological benefit and strengthen the self-esteem.

I know the most important objections to the above positions: the lesson time is short and the topics

are wide, classrooms are not fit for C. L.; traditional methods are best known and have a

background that is a warrant of success, but I want remember that, in a school where the subjects

must have a strong mutual relation, Latin must build links not break bridges: C. L. can be a way to

help to build these links, particularly in the not classical curriculum where Latin language is taught

for a smaller number of hours15.

4. Praxis

Let we give examples. Here under I present some teaching action projects about Latin language and

Literature for the last three years of Latin studies in secondary school (16-19 years). I have used

15 In Liceo Scientifico (Scientific school) Latin is taught for 5 years with a number of hours from 5 to 3 pro week; in Liceo sociopsicopedagogico (social sciences school) and linguistico (Foreign languages school) for five years with a number of hours from 4 to 2.

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especially Jig Saw II and Controversy, that I briefly sum up16. A general basic requisite is that in

first two years students have worked with C. L. method.

Jigsaw II17 The lesson must be divided into segments; the materials about the topic of the

lesson can be found in a book or in other written sources that the students can read. The

teacher divides students into jigsaw groups (4-6 persons). Every student receives a segment

of the lesson and an expert worksheet that explains “how” the materials will be used.

Students have time to read over their segment at least twice, becoming familiar with it.

Afterwards, the teacher forms "expert groups" consisting in one student from each jigsaw

group, who joins other students assigned to the same segment. New groups discuss the topic;

after that, they return to jigsaw group to explain their segment to the other members. The

teacher controls the quality of work in the groups, giving a note to it. When the session is

finished the teacher gives an individual exercise (for example a quiz) to students.

Controversy18. Controversy promotes problem solving, decision making, critical thinking,

reasoning, interpersonal relationships, psychological health and well-being. The controversy

procedure consists of five steps19.

1. Students research a position, learn the relevant information, and prepare a persuasive "best

case possible" for the position.

2. Students present in a persuasive and convincing way the "best case possible" for their

position.

3. Students engage in an open discussion, where they strongly argue for their position, refuting

the opposed position, and rebuting attacks to their position.

4. Students reverse perspectives and present the opposing position the most accurately,

completely, persuasively, and strongly as they can.

16 I do not talk about the webquests, which are an application of C. L. to the classics with web.17 R. Slavin (1980), Using Student Team Learning: The Johns Hopkins Team Learning Project. Baltimore MD, The Johns Hopkins University, Center for the Social Organization of Schools.18 D. W. Johnson, R. T. Johnson (1992), Creative controversy. Intellectual challenge in the classroom. Edina MN, Interaction Book Company; D. W. Johnson, R. T. Johnson (1994), Structuring academic controversy in S. Sharan (1994). Handbook of cooperative methods Westport CT, Greenwood Press, 66-81.19 Johnson and Johnson (1995).

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5. Students drop all advocacy, create a synthesis or integration of opposing positions, and

reach a consensus on the best reasoned judgment that could be given about the issue.

6. The teacher evaluates the group’s work, giving an individual exercise to control the

comprehension of the topic.

The following examples are based on the Italian system. As everybody can see, there is no

uniformity in the teaching methods. I think that it can be useful to present different didactic

solutions for different classrooms.

Example 1: PLAUTUS, Aulularia20

Goals:

a) To help the building of identity of the students through self-knowledge and self-control.

b) To help the students to solve problems and share difficulties.

c) To strengthen a clearly perceived positive interdependence.

d) To promote the face-to-face interaction, the individual accountability and personal

responsibility to achieve the group’s goals.

e) To widen Plautus’ knowledge.

f) To strengthen textual comprehension and analysis skills.

Method: JigSaw II (basic and expert groups).

Class: III year of secondary school21 (= 16-17 years old). The ideal class consists of 20-24 students

with a sufficient knowledge of Latin language. The word “sufficient” means that the heavy lack of

progress concerns only a limited number of class members, no more than 20 %.

Basic Requisites:

20 Revised version of a part of Mrs. Federica Fessia’s paper for the exam of Didactic of Latin Language and Literature I in SSIS - Torino, a. a. 2003-2004.21 I assume that the author’s text knowledge must be contemporary to the literary, historic knowledge.

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1. Basic knowledge of Plautus’ times

2. Basic knowledge of Plautus’comedies.

3. Complete even if not deep knowledge of Latin morphology.

4. Complete even if not deep knowledge of Latin syntax.

5. Reading of Aulularia in Italian translation

Time: 4 hours

Learning plan

First step:

Form 4 groups of max. 6 students; every group analyses a comedy act in Italian translation, finding

it on the text book. In addition, they study one or two scenes, given as a copy, in Latin language. In

this paper, I present only Latin parts22. The jigsaw groups will use the following Questions for the

Analysis, that obviously concern also the part read in Italian. Time: 1,5 hour.

Group IPrologue + Act I

SCENE I (vv. 40-78)EvclioExi, inquam. Age exi. Exeundum hercle tibi hinc est foras 40circumspectatrix cum oculis emissiciis .StaphylaNam cur me miseram verberas?Evcl.Vt misera sisatque ut te dignam mala malam aetatem exigas.Staph.Nam qua me nunc causa extrusisti ex aedibus?Evcl.Tibi ego rationem reddam, stimulorum seges? 45illuc regredere ab ostio. Illuc sis vide,ut incedit. At scin quo modo tibi res se habet?Si hercle hodie fustem cepero aut stimulum in manum,testudineum istum tibi ego grandibo gradum.Staph.Vtinam me divi adaxint ad suspendium 50potius quidem quam hoc pacto apud te serviam.Evcl.At ut scelesta sola secum murmurat.oculos hercle ego istos, improba, ecfodiam tibi,

ne me observare possis quid rerum geram .Abscede etiam nunc--etiam nunc--etiam--ohe, 55istic astato. Si hercle tu ex istoc locodigitum transvorsum aut unguem latum excesserisaut si respexis, donicum ego te iussero,continuo hercle ego te dedam discipulam cruci.scelestiorem me hac anu certo scio 60vidisse numquam, nimisque ego hanc metuo male,ne mi ex insidiis verba imprudenti duitneu persentiscat aurum ubi est absconditum,quae in occipitio quoque habet oculos pessima.nunc ibo ut visam sitne ita aurum ut condidi, 65quod me sollicitat plurimis miserum modis.Staph.Noenum mecastor quid ego ero dicam meomalae rei evenisse quamve insaniam,queo comminisci; ita me miseram ad hunc modumdecies die uno saepe extrudit aedibus. 70Nescio pol quae illunc hominem intemperiae tenent:pervigilat noctes totas, tum autem interdiusquasi claudus sutor domi sedet totos dies.Neque iam quo pacto celem erilis filiaeprobrum, propinqua partitudo cui appetit, 75queo comminisci; neque quicquam meliust mihi,ut opinor, quam ex me ut unam faciam litteramlongam, <meum> laqueo collum quando obstrinxero.

22 In this paper, I do not insert neither the long Italian translation nor the footnotes thought for the difficult loci of the text; these footnotes are in the students' copies.

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Questions for the analysis

Comprehension of the contents

1. To whom speaks the Household God in the Prologue?

2. Which role does the Household God play?

3. Which are the antecedents of the play?

4. Which is the characterization of Euclio and Staphyla in the first Act?

5. Find in the text some typical features of the niggard.

6. In Latin texts you can not find the stage directions that are common in modern editions of

dramatic texts. Try to suppose what implicit suggestions (i. e. voice, gestures, behaviours) the text

reveals.

7. Try to sum up the Act in no more than 100 words.

Latin part analysis

1. Which is the grammar construction of v. 40 exeundum…tibi?

2. In v. 44 there is ex aedibus. Which is the syntactical role of the preposition? What can you say

about word aedes,is?

3. In v. 73 we read totos dies e domi: explain the function of these cases.

4. Exi, inquam. Age exi (v.40): is there a figure of speech? Which? Search others in the text.

5. Find the most important alliterations.

Group IIAct II

SCENE II (178-266)EvclioPraesagibat mi animus frustra me ire, quom exibam domo;itaque abibam invitus; nam neque quisquam curialiumvenit neque magister quem dividere argentum oportuit. 180nunc domum properare propero, nam egomet sum hic, animus domi est.

MegadorusSalvos atque fortunatus, Euclio, semper sies.Evcl.Di te ament, Megadore.Meg.Quid tu? recten atque ut vis vales?Evcl.Non temerarium est, ubi dives blande appellat pauperem.iam illic homo aurum scit me habere, eo me salutat blandius.Meg.

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Ain tu te valere?Evcl.Pol ego haud perbene a pecunia. 185Meg.Pol si est animus aequos tibi, sat habes qui bene vitam colas.Evcl.Anus hercle huic indicium fecit de auro, perspicue palam est,cui ego iam linguam praecidam atque oculos effodiam domi.Meg.Quid tu solus tecum loquere?Evcl.Meam pauperiem conqueror. 190virginem habeo grandem, dote cassam atque inlocabilem,neque eam queo locare cuiquam.Meg.Tace, bonum habe animum, Euclio.dabitur, adiuvabere a me. Dic, si quid opust, impera.Evcl.Nunc petit, cum pollicetur; inhiat aurum ut devoret.Altera manu fert lapidem, panem ostentat altera.195Nemini credo qui large blandust dives pauperi:Ubi manum inicit benigne, ibi onerat aliqua zamia.Ego istos novi polypos, qui ubi quidquid tetigerunt tenent.Meg.Da mi operam parumper. paucis, Euclio, est quod te volode communi re appellare mea et tua.Evcl.Ei misero mihi, 200aurum mi intus harpagatum est. Nunc hic eam rem volt, scio,mecum adire ad pactionem. verum intervisam domum.Meg.Quo abis?Evcl.Iam ad te revortar: nunc est quod visam domum.Meg.Credo edepol, ubi mentionem ego fecero de filia,mi ut despondeat, sese a me derideri rebitur; 205neque illo quisquam est alter hodie ex paupertate parcior.Evcl.Di me servant, salva res est. salvom est si quid non perit.Nimis male timui. prius quam íntro redii, exanimatus fui.Redeo ad te, Megadore, si quid me vis.Meg.Habeo gratiam.quaeso, quod te percontabor, ne id te pigeat proloqui. 210Evcl.Dum quidem ne quid perconteris quod non lubeat proloqui.Meg.Dic mihi, quali me arbitrare genere prognatum?

Evcl.Bono.Meg.Quid fide?Eucl.Bona.Meg..Quid factis?Eucl.Neque malis neque improbis.Meg.Aetatem meam scis?Evcl.Scio esse grandem, item ut pecuniam.Meg.Certe edepol equidem te civem sine mala omni malitia 215semper sum arbitratus et nunc arbitror.Evcl.Aurum huic olet.quid nunc me vis?Meg.Quoniam tu me et ego te qualis sis scio,quae res recte vortat mihique tibique tuaeque filiae,filiam tuam mi uxorem posco. Promitte hoc fore.Evcl.Heia, Megadore, haud decorum facinus tuis factis facis, 220ut inopem atque innoxium abs te atque abs tuis me inrideas.nam de te neque re neque verbis merui ut faceres quod facis.Meg.Neque edepol ego te derisum venio neque derideo,neque dignum arbitror.Evcl.Cur igitur poscis meam gnatam tibi?Meg.Vt propter me tibi sit melius mihique propter te et tuos. 225Evcl.Venit hoc mihi, Megadore, in mentem, ted esse hominem divitem,factiosum, me autem esse hominem pauperum pauperrimum;nunc si filiam locassim meam tibi, in mentem venitte bovem esse et me esse asellum: ubi tecum coniunctus siem,ubi onus nequeam ferre pariter, iaceam ego asinus in luto, 230tu me bos magis haud respicias, gnatus quasi numquam siem.et te utar iniquiore et meus me ordo inrideat,neutrubi habeam stabile stabulum, si quid divorti fuat:asini me mordicibus scindant, boves incursent cornibus.hoc magnum est periclum, ab asinis ad boves transcendere. 235Meg.Quam ad probos propinquitate proxime te adiunxeris,

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tam optumum est. tu condicionem hanc accipe, ausculta mihi,atque eam desponde mi.Evcl.At nihil est dotis quod dem.Meg.Ne duas. dum modo morata recte veniat, dotata est satis.Evcl.Eo dico, ne me thensauros repperisse censeas. 240Meg.Novi, ne doceas. Desponde.Evcl.Fiat. Sed pro Iuppiter,num ego disperii?Meg.Quid tibi est?Eucl.Quid crepuit quasi ferrum modo?Meg.Hic apud me hortum confodere iussi. Sed ubi hic est homo?Abiit neque me certiorem fecit. fastidit mei, 245quia videt me suam amicitiam velle: more hominum facit;nam si opulentus it petitum pauperioris gratiam,pauper metuit congrediri, per metum male rem gerit. Idem, quando occasio illaec periit, post sero cupit.Evcl.Si hercle ego te non elinguandam dedero usque ab radicibus, 250impero auctorque <ego> sum, ut tu me cuivis castrandum loces.Meg.Video hercle ego te me arbitrari, Euclio, hominem idoneum,quem senecta aetate ludos facias, haud merito meo.Evcl.

Neque edepol, Megadore, facio, neque, si cupiam, copia est.Meg.Quid nunc? etiam mihi despondes filiam?Evcl.Illis legibus, 255cum illa dote quam tibi dixi.Meg.Sponden ergo?Evcl.Spondeo.Meg.Di bene vertant.Evcl.Ita di faxint. illud facito ut memineris,convenisse ut ne quid dotis mea ad te afferret filia.Meg.Memini.Evcl.At scio quo vos soleatis pacto perplexarier:pactum non pactum est, non pactum pactum est, quod vobis lubet. 260Meg.Nulla controversia mihi tecum erit. sed nuptiasnum quae causa est quin faciamus hodie?Evcl.Immo edepol optuma.Meg.Ibo igitur, parabo. numquid me vis?Evcl.Istuc. ei et vale.Meg.Heus, Pythodice, sequere propere me ad macellum strenue.Evcl.Illic hinc abiit. di immortales, obsecro, aurum quid valet. 265id inhiat, ea affinitatem hanc obstinavit gratia.



1. Read the first scene of the second act. From the words of Eunomia and Megadorus leaks out a

negative picture of the woman: what are her characteristics? Mark words that characters use to build

this picture.

2. Which is the idea of marriage of these characters?

3. Describe Megadorus with particular reference to his words and to the speeches of Eunomia and

Euclio as well.

4. Which attitudes show Euclio’s stinginess?

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5. What comic elements can be found in the dialogues between cooks and servants?

6. Try to write the stage directions on the basis of what text says.

7. Sum up II Act in no more than 100 words.

Latin part analysis

1. Which is the construction of pigeat in v.210?

2. Which is the function of ut in item ut pecuniam in v. 214?

3. In v.238 Euclione explains his hesitation to give his daughter in marriage to Megadorus. He

says At nihil est dotis quod dem. Which case is of dotis? Why is dotis used in the text? Explain the

verb dem.

4. Explain the different constructions of iussi (v. 244) and impero (v. 251)

5. The following endings or words are archaic:

- - quom (instead of cum) -om instead of acc. –um

- infinitive forms in –ier -os instead of nominative –us

- volt instead of vult,

Search them in the text.

6. Which metaphor is there in v.230?

7. Look for anaphors and epiphors in the text. Why does the poet use them?

III groupAct III

SCENE II (414-448)EvclioRedi. quo fugis nunc? tene, tene.Cong.Quid, stolide, clamas? 415Evcl.Quia ad tris viros iam ego deferam nomen tuom.Cong.Quam ob rem?Evcl.Quia cultrum habes.Cong.Coquom decet.

Evcl.Quid comminatu's mihi?Cong. Istud male factum arbitror, quia non latus fodi.Evcl.Homo nullust te scelestior qui vivat hodie,neque quoi ego de industria amplius male plus libens faxim. 420Cong.Pol etsi taceas, palam id quidem est: res ipsa testist;ita fustibus sum mollior magis quam ullus cinaedus.sed quid tibi nos tactiost, mendice homo?Evcl.Quae res?etiam rogitas? an quia minus

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quam aequom erat feci? 425Cong.Sine, at hercle cum magno malo tuo, si hoc caput sentit.Evcl.Pol ego haud scio quid post fuat: tuom nunc caput sentit.sed in aedibus quid tibi meis nam erat negotime absente, nisi ego iusseram? volo scire.Cong.Tace ergo.quia venimus coctum ad nuptias.Evcl.Quid tu, malum, curas, utrum crudum an coctum ego edim, nisi tu mi es tutor? 430Cong.Volo scire, sinas an non sinas nos coquere hic cenam?Evcl.Volo scire ego item, meae domi mean salva futura?Cong.Vtinam mea mihi modo auferam, quae adtuli, salva:me haud paenitet, tua ne expetam.Evcl.

Scio, ne doce, novi.Cong.Quid est qua prohibes nunc gratia nos coquere hic cenam? 435quid fecimus, quid diximus tibi secus quam velles?Evcl.Etiam rogitas, sceleste homo, qui angulos in omnismearum aedium et conclavium mihi pervium facitis?ibi ubi tibi erat negotium, ad focum si adesses,non fissile auferres caput: merito id tibi factum est. 440adeo ut tu meam sententiam iam noscere possis:si ad ianuam huc accesseris, nisi iussero, propius,ego te faciam miserrimus mortalis uti sis.scis iam meam sententiam.Cong.Quo abis? redi rursum.ita me bene amet Laverna, <uti> te iam, nisi reddi 445mihi vasa iubes, pipulo hic differam ante aedis.quid ego nunc agam? ne ego edepol veni huc auspicio malo.nummo sum conductus: plus iam medico mercedest opus.



1. Highlight Euclio’s attitudes that reveal his stinginess.

2. Describe the character of Congrio.

3. In this act there is a speech about women and marriage. Here Megadorus finds Euclio’s praise.

Which idea has he presented?

4. Try to write stage directions on the basis of what text describes.

5. What comic effects does the poet insert in this act?

6. Sum up the Act in no more than 100 words.

Latin part analysis

1. Think to v. 415: Redi. Tene, tene. Which is the verbal mood?

2. In v. 417 Congrio answers that the knife is necessary to a cook and uses the expression Coquom

decet. Which is the construction of decet?

3. In homo nullust te scelestior (v. 419) which case is te? What syntactical function does te have?

4. Search anaphors in the text and explain the effects that the poet obtains.

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- quoi instead of cui; - om accusative instead of –um,

look for them in the text.

IV groupAct IV

SCENE IX (727-731)LyconidesQuinam homo hic ante aedis nostras eiulans conqueritur maerens?atque hic quidem Euclio est, ut opinor. oppido ego interii: palamst res,scit peperisse iam, ut ego opinor, filiam suam. Nunc mi incertumstabeam an maneam, an adeam an fugiam. quid agam edepol nescio.EvclioQuis homo hic loquitur?SCENE X (731-807)Lyc.Ego sum miser.Evcl.Immo ego sum, et misere perditus,cui tanta mala maestitudoque optigit.Lyc.Animo bono es.Evcl.Quo, obsecro, pacto esse possum?Lyc.Quia istuc facinus, quod tuomsollicitat animum, id ego feci et fateor.Evcl.Quid ego ex te audio?Lyc.Id quod verumst.Eucl.Quid ego <de te> commerui, adulescens, mali, 735quam ob rem ita faceres meque meosque perditum ires liberos?Lyc.Deus impulsor mihi fuit, is me ad illam inlexit.Evcl.Quo modo?Lyc.Fateor peccavisse et me culpam commeritum scio;id adeo te oratum advenio ut animo aequo ignoscas mihi.Evcl.Cur id ausu's facere, ut id quod non tuom esset tangeres? 740Lyc.Quid vis fieri? factum est illud: fieri infectum non potest. Deos credo voluisse; nam ni vellent, non fieret, scio.Evcl.At ego deos credo voluisse ut apud me te in nervo enicem.

Lyc.Ne istuc dixis.Evcl.Quid tibi ergo meam me invito tactiost?Lyc.Quia vini vitio atque amoris feci.Evcl.Homo audacissime, 745cum istacin te oratione huc ad me adire ausum, impudens!nam si istuc ius est ut tu istuc excusare possies,luci claro deripiamus aurum matronis palam,post id si prehensi simus, excusemus ebriosnos fecisse amoris causa. Nimis vilest vinum atque amor, 750si ebrio atque amanti impune facere quod lubeat licet.Lyc.Quin tibi ultro supplicatum venio ob stultitiam meam.Evcl.Non mi homines placent qui quando male fecerunt purigant.tu illam scibas non tuam esse: non attactam oportuit.Lyc.Ergo quia sum tangere ausus, haud causificor quin eam 755ego habeam potissimum.Evcl.Tun habeas me invito meam?Lyc.Haud te invito postulo; sed meam esse oportere arbitror.quin tu iam invenies, inquam, meam illam esse oportere, Euclio.Evcl.Iam quidem hercle te ad praetorem rapiam et tibi scribam dicam,nisi refers.Lyc.Quid tibi ego referam?Evcl.Quod surripuisti meum. 760Lyc.Surripui ego tuom? unde? aut quid id est?Eucl.Ita te amabit Iuppiter,ut tu nescis.Lyc.Nisi quidem tu mihi quid quaeras dixeris.Evcl.Aulam auri, inquam, te reposco, quam tu confessu's mihi te abstulisse.Lyc.Neque edepol ego dixi neque feci.

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Evcl.Negas?Lyc.Pernego immo. nam neque ego aurum neque istaec aula quae siet 765scio nec novi.Evcl.Illam, ex Silvani luco quam abstuleras, cedo.i, refer. dimidiam tecum potius partem dividam.tam etsi fur mihi es, molestus non ero. i vero, refer.Lyc.Sanus tu non es qui furem me voces. ego te, Euclio,de alia re rescivisse censui, quod ad me attinet 770magna est res quam ego tecum otiose, si otium est, cupio loqui.Evcl.Dic bona fide: tu id aurum non surripuisti?Lyc.Bona.Eucl.Neque <eum> scis qui abstulerit?Lyc.Istuc quoque bona.Eucl.Atque id si sciesqui abstulerit, mihi indicabis?Lyc.Faciam.Evcl.Neque partem tibiab eo qui habet indipisces neque furem excipies?Lyc.Ita. 775Evcl.Quid <si> fallis?Lyc.Tum me faciat quod volt magnus Iuppiter.Evcl.Sat habeo. age nunc loquere quid vis.Lyc.Si me novisti minus,genere quo sim gnatus: hic mihi est Megadorus avonculus,meus pater fuit Antimachus, ego vocor Lyconides,mater est Eunomia.Evcl.Novi genus. nunc quid vis? id volo 780noscere.Lyc.Filiam ex te tu habes.Evcl.Immo eccillam domi.Lyc.

Eam tu despondisti, opinor, meo avonculo.Evcl.Omnem rem tenes.Lyc.Is me nunc renuntiare repudium iussit tibi.Evcl.Repudium rebus paratis, exornatis nuptiis?ut illum di immortales omnes deaeque quantum est perduint, 785quem propter hodie auri tantum perdidi infelix, miser.Lyc.Bono animo es, bene dice. nunc quae res tibi et gnatae tuaebene feliciterque vortat--ita di faxint, inquito.Evcl.Ita di faciant.Lyc.Et mihi ita di faciant. audi nunciam.qui homo culpam admisit in se, nullust tam parvi preti, 790quom pudeat, quin purget sese. nunc te obtestor, Euclio,ut si quid ego erga te imprudens peccavi aut gnatam tuam,ut mi ignoscas eamque uxorem mihi des, ut leges iubent.ego me iniuriam fecisse filiae fateor tuae,Cereris vigiliis, per vinum atque impulsu adulescentiae. 795Evcl.Ei mihi, quod ego facinus ex te audio?Lyc.Cur eiulas,quem ego avom feci iam ut esses filiai nuptiis?nam tua gnata peperit, decumo mense post: numerum cape;ea re repudium remisit avonculus causa mea.i intro, exquaere, sitne ita ut ego praedico.Evcl.Perii oppido, 800ita mihi ad malum malae res plurimae se adglutinant.ibo intro, ut quid huius verum sit sciam.Lyc.Iam te sequor.haec propemodum iam esse in vado salutis res videtur.Nunc servom esse ubi dicam meum Strobilum non reperio;nisi etiam hic opperiar tamen paulisper; postea intro 805hunc subsequar. nunc interim spatium ei dabo exquirendimeum factum ex gnatae pedisequa nutrice anu: ea rem novit.



1. Search Euclio’s attitudes that reveal his stinginess.

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2. In this act there are a lot of references to gods and religion. Find the words and try to explain the

links between characters and the sacred.

3. Explain comic elements of the dialogue between Euclio and Lyconides.

4. Try to write the stage directions on the basis of what text describes.

5. Sum up the Act in no more than 100 words.

Latin part analysis

1. What type of propositions are there in v. 729-730 Nunc mi incertumst abeam an maneam an

adeam an fugiam? Which are the moods of the verb?

2. Which declension does Iuppiter belong to (v. 761). How is it declined?

3. In v. 766 it is possible to read ex Silvani luco; which is the syntactical function of ex?

4. Explain the possible constructions of videor. For example think to v. 803 in vado salutis res

videtur.

5. Find pronouns used to point out the woman and the pot; make clear the misunderstanding.


- om accusative instead of per –um - os nominative instead of –us

- quom instead of cum - volt instead of vult

search them in the text.

7. Underline anaphors and alliterations in the text. Which is their role?

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Second step

Teacher forms six new groups of 4 students each; in the new group every student bears his

experiences and his knowledge about the Act studied in the first step; now, he works with other

students about the last mutile Act and the whole comedy. After that, the group produces a written

document, given to the teacher for group evaluation. Weight: 20%. Time: 1,5 hour.

V ActSCENE I (808-832)StrobilvsDi immortales, quibus et quantis me donatis gaudiis.quadrilibrem aulam auro onustam habeo. quis me est ditior?quis me Athenis nunc magis quisquam est homo cui di sint propitii? 810LyconidesCerto enim ego vocem hic loquentis modo mi audire visus sum.Str.Hem,erumne ego aspicio meum?Lyc.Videon ego hunc servom meum?Str.Ipsus est.Lyc.Haud alius est.Str.Congrediar.Lyc.Contollam gradum.credo ego illum, ut iussi, eampse anum adiisse, huius nutricem virginis.Str.Quin ego illi me invenisse dico hanc praedam? 815igitur orabo ut manu me emittat. ibo atque eloquar.repperiLyc.Quid repperisti?Str.Non quod pueri clamitantin faba se repperisse.Lyc.Iamne autem, ut soles? deludis.Str.Ere, mane, eloquar iam, ausculta.Lyc.Age ergo loquere.Str.Repperi hodie, 820

ere, divitias nimias.Lyc.Vbinam?Str.Quadrilibrem, inquam, aulam auri plenam.Lyc.Quod ego facinus audio ex te? Euclioni hic seni subripuit.ubi id est aurum?Str.In arca apud me. nunc volo me emitti manu.Lyc.Egone te emittam manu,scelerum cumulatissume?Str.Abi, ere, scio quam rem geras.lepide hercle animum tuom temptavi. iam ut eriperes apparabas: 825quid faceres, si repperissem?Lyc.Non potes probasse nugas.i, redde aurum.Str.Reddam ego aurum?Lyc.Redde, inquam, ut huic reddatur.Str.Vnde?Lyc.Quod modo fassu's esse in arca.Str.Soleo hercle ego garrire nugas. 830Lyc.* * Str.Ita loquor.Lyc.At scin quo modo?* * Strob.Vel hercle enica,numquam hinc feres a me * *

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Questions for the whole comedy


1. On the basis of Euclio's expressions and attitudes in the other four acts, try to describe his

stinginess in the most complete possible way.

2. Sum up and describe characters. What role do they play in the comedy?

3. In the comedy Plautus describes the relations between two families and two different

generations that need same things. Sum up the features of this relationship

4. Which are the most effective comical effects? Give examples.

5. It is possible to say that Plautus’plot represents the Roman society of his times. Justify your

answer.

6. Give your personal idea on the whole comedy: is it possible to find characters that could be

loved also by today's audience?

Latin part analysis

1. What is ditior (v.809)?

2. Explain Athenis (v. 810). Which is the reason of the plural?

3. Which are the propositions of the period Quid faceres, si repperissem? (v. 826). Which are the

moods and the tenses of the two verbs?

4. Find anaphors in the text. Which is their use?

5. Find the most common forms of archaism in the text.

Third step

The works ends with an individual exercise on the contents and the language of the whole comedy.

Evaluation weight: 80 %. Time: 1 hour.

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EXAMPLE 2: CAESAR23

Goals:

a) To help the building of identity of the students through self-knowledge and self-control.

b) To help the students to solve problems, share the difficulties.

c) To strengthen a clearly perceived positive interdependence.

d) To promote the face-to-face interaction and the individual accountability and personal

responsibility to achieve the group’s goals.

e) To widen Caesar’s knowledge.

f) To strengthen textual comprehension and analysis skills.

Method: JigSaw II (basic groups + experts)

Class: IV year of secondary school (17-18 years old); 24-30 students.

Basic Requisites24:

1 Basic knowledge of Caesar’s times

2 Basic knowledge of Caesar’s biography and works.

3 Complete even if not deep knowledge of Latin morphology.

4 Complete even if not deep knowledge of Latin syntax.

Time: 7,5 hours

Learning plan

First step

The class is divided into six heterogeneous groups of 4 or 5 students using Keith Topping’s system:

the teacher writes the names of the students in a vertical bar on the basis of results (the best above);

then he draws a line in the middle of the list; the first in the highest part will stay together with the

first in the lowest part and so on25.

23 Revised version of a part of Mrs. Daniela Rossi’s paper for the exam of Didactic of Latin Language and Literature I in SSIS - Torino, a. a. 2002-2003. 24 I do not insert in these pages the footnotes that can be useful to the students for a better comprehension. It is not possible to preview their number and width: it depends by class’skills.25See G. Chiosso (2002), Elementi di pedagogia, Brescia, Editrice La Scuola, 160-169.

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Second step

The teacher gives every member of the group one of the following chapters of De bello Gallico:

VII.3: Carnutes kill in Cenabum (Orleans) a group a Roman citizens who were in that town to commerce; the new of the massacre spreads in Gaul: it is the start of the riot. Ubi ea dies venit, Carnutes Cotuato et Conconnetodumno ducibus desperatis hominibus Cenabum signo dato concurrunt civesque Romanos, qui negotiandi causa ibi constiterant, in his C. Fufium Citam, honestum equitem Romanum, qui rei frumentariae iussu Caesaris praeerat, interficiunt bonaque eorum diripiunt. Celeriter ad omnes Galliae civitates fama perfertur. Nam ubicumque maior atque inlustrior incidit res, clamore per agros regionesque significant; hinc alii deinceps excipiunt et proximis tradunt; ut tum accidit. 3 Nam, quae Cenabi oriente sole gesta essent, ante primam confectam vigiliam in finibus Arvernorum audita sunt, quod spatium est milium passuum circiter centum sexaginta.VII.4:Vercingetorix, young and noble man of the town of Gergovia, is banished by his uncle, but he gathers a gang of poor and cruel men, returns to Gergovia and takes the power. Simili ratione ibi Vercingetorix Celtilli filius, Arvernus, summae potentiae adulescens, cuius pater principatum totius Galliae obtinuerat et ob eam causam, quod regnum adpetebat, a civitate erat interfectus, convocatis suis clientibus facile incendit. 2 Cognito eius consilio ad arma concurritur. Prohibetur a Gobannitione patruo suo reliquisque principibus, qui hanc temptandam fortunam non existimabant, expellitur ex oppido Gergovia. 3 Non desistit tamen atque in agris habet dilectum egentium ac perditorum. hac coacta manu, quoscumque adit ex civitate, ad suam sententiam perducit; 4 hortatur ut communis libertatis causa arma capiant, magnisque coactis copiis adversarios suos, a quibus paulo ante erat eiectus, expellit ex civitate. 5 Rex ab suis appellatur. Dimittit quoque versus legationes; obtestatur ut in fide maneant. 6. Celeriter sibi Senones, Parisios, Pictones, Cadurcos, Turonos, Aulercos, Lemovices, Andes reliquosque omnes, qui Oceanum attingunt, adiungit; omnium consensu ad eum defertur imperium. VII.5: Vercingetorix goes to Bituriges’land, that is by Aedui’s land, their allies. Aedui are true friends of Rome and they do not support the riot. For a series of mistakes they do not help Bituriges and so they make a pact with Arverns. His suppliciis celeriter coacto exercitu Lucterium Cadurcum, summae hominem audaciae cum parte copiarum in Rutenos mittit; ipse in Bituriges proficiscitur. 2 Eius adventu Bituriges ad Haeduos, quorum erant in fide, legatos mittunt subsidium rogatum, quo facilius hostium copias sustinere possint. 3 Haedui de consilio legatorum, quos Caesar ad exercitum reliquerat, copias equitatus peditatusque subsidio Biturigibus mittunt. 4 Qui cum ad flumen Ligerim venissent, quod Bituriges ab Haeduis dividit, paucos dies ibi morati neque flumen transire ausi domum revertuntur 5 legatisque nostris renuntiant se Biturigum perfidiam veritos revertisse, quibus id consilii fuisse cognoverint, ut, si flumen transissent, una ex parte ipsi, altera Arverni se circumsisterent. 6 Id eane de causa, quam legatis pronuntiarint, an perfidia adducti fecerint, quod nihil nobis constat, non videtur pro certo esse ponendum. 7 Bituriges eorum discessu statim se cum Arvernis coniungunt.VII.14:Vercingetorix persuades his allies to put in effect a cruel but necessary war plan: all the houses, the towns and the farms in the land will be burned so that Romans could not receive wheat and other food.Vercingetorix tot continuis incommodis Vellaunoduni, Cenabi, Novioduni acceptis suos ad concilium convocat. 2 Docet longe alia ratione esse bellum gerendum atque antea gestum sit; omnibus modis huic rei studendum, ut pabulatione et commeatu Romani prohibeantur. 3 Id esse facile, quod equitatu ipsi abundent et quod anni tempore subleventur. 4 Pabulum secari non posse; necessario dispersos hostes ex aedificiis petere; 5 hos omnes cotidie ab equitibus deleri posse. Praeterea salutis causa rei familiaris commoda neglegenda; vicos atque aedificia incendi oportere hoc spatio alia via quoque versus, quo pabulandi causa adire posse videantur. 6 Harum ipsis rerum copiam suppetere, quod quorum in finibus bellum geratur, eorum opibus subleventur; 7 Romanos aut inopiam non laturos aut magno cum periculo longius a castris processuros; 8 neque interesse ipsosne interficiant impedimentisne exuant, quibus amissis bellum geri non possit. 9 Praeterea oppida incendi oportere, quae non munitione et loci natura ab omni sint periculo tuta, ne suis sint ad detractandam militiam receptacula neu Romanis proposita ad copiam commeatus praedamque tollendam.VII.15: The allies approve Vercingetorix’ proposal and destroy all; only the town of Avaricum is saved.Omnium consensu hac sententia probata uno die amplius XX urbes Biturigum incenduntur. 2 Hoc idem fit in reliquis civitatibus. in omnibus partibus incendia con- spiciuntur. Quae etsi magno cum dolore omnes ferebant, tamen hoc sibi solacii proponebant, quod se prope explorata victoria celeriter amissa recuperaturos confidebant. 3 Deliberatur de Avarico in communi concilio, incendi placeat an defendi. 4 Procumbunt omnibus Gallis ad pedes Bituriges, ne pulcherrimam prope Galliae totius urbem, quae et praesidio et ornamento sit civitati, suis manibus succendere cogerentur; 5 facile se loci natura defensuros dicunt, quod prope ex omnibus partibus flumine et palude circumdata unum habeat et perangustum aditum. Datur petentibus venia dissuadente primo Vercingetorige, post concedente et precibus ipsorum et misericordia vulgi. Defensores oppido idonei deliguntur.

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VII.68-69:Vercingetorix retires himself fast to Alesia, town of Mandubii. Caesar, after having considered the position of the town, decides to besiege the city.Fugato omni equitatu Vercingetorix copias suas, ut pro castris conlocaverat, reduxit protinusque Alesiam, quod est oppidum Mandubiorum, iter facere coepit celeriterque impedimenta ex castris educi et se subsequi iussit. 2 Caesar impedimentis in proximum collem deduc tis, duabus legionibus praesidio relictis secutus, quantum diei tempus est passum, circiter tribus milibus hostium ex novissimo agmine interfectis altero die ad Alesiam castra fecit. 3 Perspecto urbis situ perterritisque hostibus, quod equitatu, qua maxime parte exercitus confidebant, erant pulsi, adhortatus ad laborem milites circumvallare instituit. 69 Ipsum erat oppidum Alesia in colle summo admodum edito loco, ut nisi obsidione expugnari non posse videretur. 2 Cuius collis radices duo duabus ex partibus flumina subluebant. 3 Ante oppidum planities circiter milia passuum III in longitudinem patebat; 4 reliquis ex omnibus partibus colles mediocri interiecto spatio pari altitudinis fastigio oppidum cingebant.

Third step

Students read and translate the above texts. This work is an element of individual evaluation

(weight 80 %)26.

Fourth step

26 The sharing 80-20 in the evaluation of individual and group works is very common: see Comoglio (1996), 191.

22

The teacher prepares 6 experts groups: every group is made by students belonging to basic groups

having read the same passages; they share translations and produce a common text; after that, they

analyse their text using the following worksheet:

23

Worksheet

Names of group members________________________________________________________________________________________________Chapter______________Class________Date____________

- List the governing verbs in the text and write paradigm. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

-Find absolute ablatives and identify the function (temporal, causative, concessive, other). _______________________________________________________________________________________________________________________________________________________________________________________________________

-List other participial constructions and explain their function._______________________________________________________________________________________________________________________________________________________________________________________

-Analyse gerunds and gerundives eventually existing in the text. _________________________________________________________________________________________________________________________________________________________________________________________________

-Write paradigms of all the verbs of the text. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

-Search if exist words of military language in the text.__________________________________________________________________________________________________________________________

Fifth step

Experts return in jigsaw group; everyone explains briefly to other members what he has learnt: 1

hour

Sixth step

The group writes a text that sums up the contents of the different chapters and explains how

Caesar uses the language constructions analysed in the worksheet: 1 hour. This text will be the

group element of evaluation (weight: 20 %)

Seventh step

The teacher checks the work choosing a spokesman for every jigsaw group. Time: 1,5 hour.

EXAMPLE 3: SALLUST27

Goals: (besides the others over listed in EXAMPLES 1 and 2)

a) To widen Sallust’s knowledge giving a survey of his speeches.

b) To strengthen textual comprehension and skills analysis.

Method: Jigsaw II

Basic requisites:

1. Basic knowledge of Sallust’s times

2. Basic knowledge of Sallust’s biography and works.



Time: 8 hours

Class: IV secondary school (17-18 years old); 20 students

27 Revised version of a part of Mrs. E. Ganci and A. Ottenga’s paper for the exam of Didactic of Latin Language and Literature I in SSIS - Torino, a. a. 2002-2003.

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Learning plan

First step

The teacher creates four groups each one of 5 students; he gives every student one of five texts:

three from Cato’s speech in Senate (Cat. 52) and two from Memmius’ speech (Iug. 31):

Cat. 52, 1-11; Cat. 52, 13-23; Cat. 52, 24-36; Iug. 31, 1-15; Iug. 31, 16-29.

Cato’s speech (first part) 1 Postquam Caesar dicundi finem fecit, ceteri verbo alius alii varie adsentiebantur. At M. Porcius Cato rogatus sententiam huiuscemodi orationem habuit:«2 Longe mihi alia mens est, patres conscripti, cum res atque pericola nostra considero et cum sententias nonnullorum ipse mecum reputo. 3 Illi mihi disseruisse videntur de poena eorum qui patriae, parentibus, aris atque focis suis bellum paravere; res autem monet cavere ab illis magis quam quid in illos statuamus consultare. […]5 Sed, per deos immortalis, vos ego appello, qui sempre domos, villas, signa, tabulas vostras pluris quam rem publicam fecistis: si ista, cuiuscumque modi sunt, quae amplexamini, retinere, si voluptatibus vostris otium praebere voltis, expergiscimini aliquando et capessite rem publicam. 6 Non agitur de vectigalibus neque de sociorum iniuriis; libertas et anima nostra in dubio est.7 Saepe numero, patres conscripti, multa verba in hoc ordine feci; saepe de luxuria atque avaritia nostrorum civium questus sum, multosque mortalis ea causa advorsos habeo. 8 Qui mihi atque animo meo nullius umquam delicti gratiam fecissem, haud facile alterius lubidini malefacta condonabam. 9 Sed ea tametsi vos parvi pendebatis, tamen res publica firma erat: opulentia neglegentiam tolerabat. 10 Nunc vero id agitur bonisne an malis moribus vivamus, neque quantum aut quam magnificum imperium populi Romani sit, sed haec, cuiuscumque modi videntur, nostra an nobiscum una hostium futura sint. 11 Hic mihi quisquam mansuetudinem et misericordiam nominat? Iampridem equidem nos vera vocabula rerum amisimus: quia bona aliena largiri liberalitas, malarum rerum audacia fortitudo vocatur, eo res publica in estremo sita est. […]

Cato’s speech (second part)13 Bene et composite C. Caesar paulo ante in hoc ordine de vita et morte disseruit, credo, falsa existumans ea quae de inferis memorantur, divorso itinere malos a bonis loca taetra, inculta, foeda atque formidulosa habere. 14 Itaque censuit pecunias eorum publicandas, ipsos per municipia in custodiis habendos, videlicet timens ne, si Romae sint, aut a popularibus coniurationis aut a multitudine conducta per vim eripiantur: 15 quasi vero mali atque scelesti tantummodo in urbe et non per totam Italiam sint, aut non ibi plus possit audacia ubi ad defendendum opes minores sunt. 16 Quare vanum equidem hoc consilium est, si periculum ex illis metuit; si in tanto omnium metu solus non timet, eo magis refert me mihi atque vobis timere. 17 Quare cum de P. Lentulo ceterisque statuetis, pro certo habetote vos simul de exercitu Catilinae et de omnibus cuniuratis decernere. 18 Quanto vos attentius ea agetis, tanto illis animus infirmior erit ; si paululum modo vos languere viderint, iam omnes feroces aderunt. 19 Nolite existumare maiores nostros armis rem publicam ex parva magnam fecisse. 20 Si ita res esset, multo pulcherrumam eam nos haberemus, quippe sociorum atque civium, praeterea armorum atque equorum maior copia nobis quam illis est. 21 Sed alia fuere, quae illos magnos fecere, quae nobis nulla sunt : domi industria, foris iustum imperium, animus in consulendo liber, neque delicto neque lubidini obnoxius. 22 Pro his nos habemus luxuriam atque avaritiam, publice egestatem, privatim opulentiam ; laudamus divitias, sequimur inertiam; inter bonos et malos discrimen nullum ; omnia virtutis praemia ambitio possidet. 23 Neque mirum: ubi vos separatim sibi quisque consilium capitis, ubi domi voluptatibus, hic pecuniae aut gratiae servitis, eo fit ut impetus fiat in vacuam rem publicam. Sed ego haec omitto.

Cato’s speech (third part)24 Coniuravere nobilissumi cives patriam incendere; Gallorum gentem infestissumam nomini Romano ad bellum arcessunt; dux hostium cum exercitu supra caput est: 25 vos cunctamini etiam nunc et dubitatis quid intra moenia deprehensis hostibus faciatis? 26 Misereamini, censeo: deliquere homines adulescentuli per ambitionem; atque etiam armatos dimittatis; 27 ne ista vobis mansuetudo et misericordia, si illi arma ceperint, in miseriam convertat. 28 Scilicet res ipsa aspera est, sed vos non timetis eam. Immo vero maxume ; sed inertia et mollitia animi alius alium exspectantes cunctamini, videlicet dis immortalibus confisi qui hanc rem publicam saepe in maxumis periculis servavere. 29 Non votis neque suppliciis muliebribus auxilia deorum

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parantur : vigilando, agendo, bene consulendo prospera omnia cedunt. Ubi socordiae te atque ignaviae tradideris, nequiquam deos implores; irati infestique sunt.30 Apud maiores nostros A. Manlius Torquatus bello Gallico filium suum, quod is contra imperium hostem pugnaverat, necari iussit, 31 atque ille egregius adulescens immoderatae fortitudinis morte poenas dedit; vos de crudelissumis parricidis quid statuatis cunctamini ? Videlicet cetera vita eorum huic sceleri obstat. 32 Verum parcite dignitati Lentuli, si ipse pudicitiae, si famae suae, si dis aut hominibus umquam ullis pepercit; […]36 Quare ego ita censeo: cum nefario consilio sceleratorum civium rs publica in maxuma pericula venerit, eique indicio T. Volturci et legatorum Allobrogum convicti confessique sint caedem, incendia, aliaque se foeda atque crudelia facinora in civis patriamque paravisse, de confessis, sicuti de manufestis rerum capitalium, more maiorum supplicium sumendum.»

Memmius’ speech (first part)1. “Multa me dehortantur a vobis. Quirites, ni studium rei publicae omnia superet: opes factionis, vostra patientia, ius nullum, ac maxume quod innocentiae plus periculi quam honoris est. […] 3. qui ne nunc quidem obnoxiis inimicis exurgitis atque etiam nunc timetis eos quibus decet terrori esse. 4. Sed quamquam haec talia sunt, tamen oviam ire factionis potentiae animus subigit. 5. Certe ego libertatem, quae mihi a parente meo tradita est, experiar. Verum id frustra an ob rem faciam, in vostra manu situm est, Quirites. 6. Neque ego vos hortor, quod saepe maiores vostri facere, uti contra iniurias armati eatis: nihil vi, nihil secessione opus est. Necesse est suomet ipsi more praecipites eant. […] 9. Superioribus annis taciti indignabamini aerarium expilari, reges et populos liberos paucis nobilibus vectigal pendere, penes eosdem et summam gloriam et maxumas divitias esse. Tamen haec talia facinora inpune suscepisse parum habuere, itaque postremo leges, maiestas vostra, divina et humana omnia hostibus tradita sunt. […] 11. Servi aere parati iniusta imperia dominorum non perferunt; vos, Quirites, in imperio nati, aequo animo servitutem toleratis? 12. At qui sunt ei, qui rem publicam occupavere? homines sceleratissumi, cruentis manibus, immani avaritia, nocentissumi et idem superbissumi, quibus fides, decus, pietas, postremo honesta atque inhonesta omnia quaestui sunt. 13. Pars eorum occidisse tribunos plebis, alii quaestiones iniustas, plerique caedem in vos fecisse pro munimento habent. 14. Ita quam quisque pessume fecit tam maxume tutus est. Metum ab scelere suo ad ignaviam vostram transtulere, quos omnis eadem cupere, eadem odisse, eadem metuere in unum coegit. 15. Sed haec inter bonos amicitia, inter malos factio est.

Memmius’s speech (second part)16. Quod si tam vos libertatis curam haberetis quam illi ad dominationem accensi sunt, profecto neque res publica, sicuti nunc, vastaretur, et beneficia vostra penes optumos non audacissumos forent. […] 18. “ Dicet aliquis: “quid igitur censes?”. Vindicatum in eos qui hosti prodidere rem publicam, non manu neque vi, quod magis vos fecisse quam illis accidisse indignum est, verum quaestionibus et indicio ipsius Iugurthae. […] 22. Nam et illis, quantum inportunitatis habent, parum est inpune male fecisse, nisi deinde faciundi licentia eripitur, et nobis aeterna sollicitudo remanebit, cum intellegetis aut serviundum esse aut concordiae quae spes est? Dominari illi volunt, vos liberi esse; facere illi iniurias, vos prohibere; postremo sociis nostris veluti hostibus, hostibus pro sociis utuntur. 24. Potestne in tam divorsis mentibus pax aut amicitia esse?25. “Qua re moneo hortorque vos ne tantum scelus inpunitum omittatis. Non peculatus aerari factus est neque per vim sociis ereptae pecuniae, quae quamquam gravia sunt, tamen consuetudine iam pro nihilo habentur. Hosti acerrumo prodita senatus auctoritas, proditum imperium vostrum est: domi militiaeque res publica venalis fuit. 26. Quae nisi quaesita erunt, nisi vindicatum in noxios, quid erit relicum, nisi ut illis qui ea fecere oboedientes vivamus? Nam inpune quae lubet facere, id est regem esse. 27. Neque ego vos, Quirites, hortor ut malitis civis vostros perperam quam recte fecisse, sed ne ignoscendo malis bonos perditum eatis. 28. Ad hoc in re publica multo praestat benefici quam malefici inmemorem esse. Bonus tantum modo segnior fit, ubi neglegas, at malus inprobior. 29. Ad hoc si iniuriae non sint, haud saepe auxili egeas.”

Second step

The teacher introduces the context of the speeches and gives some useful pieces of information for

the comprehension.

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Third step

Every student reads and translates his text This work will be the individual evaluation element

(weight: 80 %). Time: 2,5 hours.

Fourth step

The teacher creates 5 jigsaw expert groups (each one of 4 experts) with the students who have

translated the same passage; in the groups students share translations and write a common text; they

analyse their passage using the following worksheet. Time: 1,5 hour.

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WORKSHEET

Names of group members________________________________________________________________________________________________________________________

Chapter______________Class________Date____________

- List all the "arcaisms" in the text__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

- Find absolute ablatives and other participial constructions; identify their function (temporal, causative, concessive, other). ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

- Underline and identify the subordinate clauses in the text. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

- Find the words that belong to oratorical lexicon._______________________________________________________________________________________________________________________________________________________________________________________

- Sum up the main argument of your section_______________________________________________________________________________________________________________________________________________________________________________________

Fifth step

Experts return in jigsaw group; everyone explains briefly to other members what he has learnt.

Time: 1 hour.

Sixth step

The group writes a text that sums up the contents of the different chapters and explains how

Caesar uses the language constructions analysed in the worksheet. Time: 1 hour. This text will

be the group element of evaluation (weight: 20 %)

Seventh step

The teacher checks the work choosing a spokesman for every jigsaw group. Time: 1,5 hour.

EXAMPLE 4: SALLUST

Goals:

a) To increase cooperation skills.

b) To strengthen textual comprehension and analysis skills.

c) To widen the number o read texts.

Class: IV secondary school (17 – 18 years old); 20-24 students.

Method: adaptation of Jig Saw

Basic requisites:

See EXAMPLE 3

Time: 2 hours.

Learning plan

First step

The teacher gives an authors’ passage to students; then, he reads, translates, explains

and analyses it especially under the morphological and syntactical point of view.

Time: 25 minutes.

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Second step

The teacher divides the classroom into groups of 4 persons, giving them the text with the

explanation footnotes, the introduction and the worksheet. He gives a specific role to every

member. The suggested roles are:

Reader: he reads the worksheet.

Recorder: he writes the worksheet.

Time Checker: he has to check that the work schedule is made in due time.

Overseer: he takes the responsibility to lead the work and he has to check that all the

members complete the work schedule.

Time: 10 minutes.

Third step

The groups complete the work schedule

Time: 30 minutes.

Fourth step

The teacher draws lots for a group who will explain his results to other members. The teacher will

ask to other groups to say what they think and if they have got different results.

Time: 20 minutes.

Fifth step

Through the blackboard the teacher will sum up the most important elements creating a map of

concepts.

Time: 20 minutes.

Group textIn Iug. 95 the Roman historian Sallust realizes the portrait of Lucius Cornelius Sulla, the enemy of Marius. Sulla (138-78 a. C.) in 107, when he became quaestor, was a little more than thirty years old. Ceterum, dum ea res geritur, L. Sulla quaestor cum magno equitatu in castra venit, quos uti ex Latio et a sociis cogeret, Romae relictus erat. 2 Sed quoniam nos tanti viri res admonuit, idoneum visum est de natura cultuque eius paucis dicere. neque enim alio loco de Sullae rebus dicturi sumus et L. Sisenna, optume et diligentissume omnium, qui eas res dixere, persecutus, parum mihi libero ore locutus videtur. 3 Igitur Sulla gentis patriciae nobilis fuit, familia prope iam extincta maiorum ignavia, litteris Graecis atque Latinis iuxta atque doctissume eruditus, animo ingenti, cupidus voluptatum, sed gloriae cupidior; otio luxurioso esse, tamen ab negotiis numquam voluptas remorata, nisi quod de uxore potuit honestius consuli; facundus, callidus et amicitia facilis,

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ad simulanda negotia altitudo ingeni incredibilis, multarum rerum ac maxume pecuniae largitor. 4 Atque illi felicissumo omnium ante civilem victoriam numquam super industriam fortuna fuit, multique dubitavere, fortior an felicior esset. Nam postea quae fecerit, incertum habeo pudeat an pigeat magis disserere.

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WORKSHEET

Names of group members________________________________________________________________________________________________________________________Chapter______________Class________Date____________

- Why does Sallust make the portrait of Sulla even if Sisenna’s portrait already exists?_______________________________________________________________________________________________________________________________________________________________________________________

- List Sulla's faults and virtues:- Faults____________________________________________________________________________________________________________________________________________________________________- Virtues____________________________________________________________________________________________________________________________________________________________________

- Which is Sallust’s technique of literary portrait regarding Sulla?______________________________________________________________________________________________________________________________________________________________________________________

- Which is Sallust's judgment on Sulla?______________________________________________________________________________________________________________________________________________________________________________________

- Mark the right answer:a) Sulla loves delights more than glory V Fb) Sulla had a difficult family life V Fc) He was very capable to hide his thoughts V F

EXAMPLE 5: LIVIUS

Goals:



c) To widen the number of read texts of Livius.

Class: IV secondary school (17 – 18 years old); 20-24 students.

Method: adaptation of Jig Saw.

Basic requisites:

1. Basic knowledge of Livius’ times

2. Basic knowledge of Livius’biography and works.


4. Complete even if not deep knowledge of Latin syntax

Time: 2 hours.

Learning plan

First step

See EXAMPLE 4. Time: 25 minutes.

Second step


Third step


Fourth step


Fifth step


Titus Livius in Ab urbe condita XXV, 26, 7-15, describes the epidemy that broke out in Sicily in 212 a.C., during the II Punic War. The main ground was the great heat of the summer: it caused a lot of dead both in Roman and in Cathaginian army.

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7 Accessit et ad <haec> pestilentia, commune malum, quod facile utrorumque animos averteret a belli consiliis. Nam tempore autumni et locis natura gravibus, multo tamen magis extra urbem quam in urbe, intoleranda vis aestus per utraque castra omnium ferme corpora movit. 8 Ac primo temporis ac loci vitio et aegri erant et moriebantur; postea curatio ipsa et contactus aegrorum volgabat morbos, ut aut neglecti desertique qui incidissent morerentur aut adsidentes curantesque eadem vi morbi repletos secum traherent, 9 cotidianaque funera et mors ob oculos esset et undique dies noctesque ploratus audirentur. 10 Postremo ita adsuetudine mali efferaverant animos, ut non modo lacrimis iustoque comploratu prosequerentur mortuos sed ne efferrent quidem aut sepelirent, iacerentque strata exanima corpora 11 in conspectu similem mortem exspectantium, mortuique aegros, aegri validos cum metu, tum tabe ac pestifero odore corporum conficerent; et ut ferro potius morerentur, quidam 12 invadebant soli hostium stationes. multo tamen vis maior pestis Poenorum castra quam Romana <adfecerat; nam Romani> diu circumsedendo Syracusas caelo aquisque adsuerant 13 magis. ex hostium exercitu Siculi, ut primum videre ex gravitate loci volgari morbos, in suas quisque propinquas urbes dilapsi sunt; 14 at Carthaginienses, quibus nusquam receptus erat, cum ipsis ducibus Hippocrate atque Himilcone ad internecionem omnes perierunt. 15 Marcellus, ut tanta vis ingruebat mali, traduxerat in urbem suos, infirmaque corpora tecta et umbrae recreaverant; multi tamen ex Romano exercitu eadem peste absumpti sunt.

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WORKSHEET


- List the words that refers to the epidemy and illness in the text. If it is necessary, help yourself with the dictionary. __________________________________________________________________________________________________________________________________________________________________________________________________________________

- Explain briefly the consequences of the epidemy on the two armies. _______________________________________________________________________________________________________________________________________________________________________________________________________

- Answer to these questions:a) Why does the epidemy hit Carthaginians more than Romans?b) Which is the reaction of Siculi to epidemy?c) How is Marcellus able to control epidemy?

a)________________________________________________________________________________________________________________________b)________________________________________________________________________________________________________________________c)________________________________________________________________________________________________________________________- Mark the right answer:

a) The epidemy breaks out in summer V Fb) The funeral were continuous V Fc) The funeral rites were perfectly accomplished V Fd) Romans has sieged Syracuse since a long time V Fe) Romans lost a lot of soldiers V F

EXAMPLE 6: PLINIUS IUNIOR

Goals:



c) To widen the number of read texts of Latin authors.

Class: V secondary school (18 – 19 years old); 20-24 students.

Method: adaptation of Jig Saw.

Basic requisites:

1. Basic knowledge of Pliny’ times

2. Basic knowledge of Pliny’ biography and works.



Time: 2 hours.

Learning plan

First step


Second step


Third step


Fourth step


Fifth step


In letter 19 of book IV of his Epistles, Pliny the Younger writes to Calpurnia Ispulla, aunt and adoptive mother of his wife Calpurnia; he praises her for the education given to her daughter. C. PLINIVS CALPVRNIAE HISPVLLAE SVAE S(ALUTEM DICIT).

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Cum sis pietatis exemplum, fratremque optimum et amantissimum tui pari caritate dilexeris, filiamque eius ut tuam diligas, nec tantum amitae ei adfectum verum etiam patris amissi repraesentes, non dubito maximo tibi gaudio fore cum cognoveris dignam patre dignam te dignam avo evadere.2 Summum est acumen summa frugalitas; amat me, quod castitatis indicium est. Accedit his studium litterarum, quod ex mei caritate concepit. Meos libellos habet lectitat ediscit etiam. 3 Qua illa sollicitudine cum videor acturus, quanto cum egi gaudio adficitur! Disponit qui nuntient sibi quem adsensum quos clamores excitarim, quem eventum iudici tulerim. Eadem, si quando recito, in proximo discreta velo sedet, 4 laudesque nostras avidissimis auribus excipit. Versus quidem meos cantat etiam formatque cithara non artifice aliquo docente, sed amore qui magister est optimus. 5 His ex causis in spem certissimam adducor, perpetuam nobis maioremque in dies futuram esse concordiam. Non enim aetatem meam aut corpus, quae paulatim occidunt ac senescunt, sed gloriam diligit. 6 Nec aliud decet tuis manibus educatam, tuis praeceptis institutam, quae nihil in contubernio tuo viderit, nisi sanctum honestumque, quae denique amare me ex tua praedicatione consueverit. […] Vale.

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WORKSHEET


- Which is Pliny’s judgment on Calpurnia Ispulla?_______________________________________________________________________________________________________________________________________________________________________________________

- List virtues that Pliny praises in his wife.______________________________________________________________________________________________________________________________________________________________________________________

- What does Pliny mean by the sentence dignam patre dignam te dignam avo evadere?_________________________________________________________________________________________________________________________

- Pliny, praising his wife, praises also himself. Mark or underline the words that support this statement._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________- What does it mean that love magister est optimus?_____________________________________________________________________________________________________________________________________________________________________________________

- Pliny’s attitude towards his wife has been often defined “paternalistic”. Is it possible to find what supports this statement in the text? ______________________________________________________________________________________________________________________________________________________________________________________

- Mark the right answer:a) Calpurnia is keen on literature V Fb) Pliny shows a lot of vanity V Fc) Calpurnia did not confirm her aunt’s hopes V F

EXAMPLE 7: TACITUS

Goals:

a) To develop the critical thinking.

b) To bring the students up to the comparison of ideas.

c) To build a shared knowledge.

d) To communicate a shared knowledge to a bigger group.

Method : Controversy.

Class: V secondary school (18 – 19 years old); 20-24 students.

Time : 3 hours in classroom.

Learning plan

First step

The teacher divides the classroom into groups that have not more than 4 members and gives them

the two following texts. Each group divides itself into equal parts: every part takes a text. The

teacher explains that every little group has to defend the thesis of Caecina Severus or Messallinus.

Time: 10 minutes

Second step

The teacher explains and contextualizes the passage, adding, if necessary, some morphological and

syntactical notes.

Time: 30 minutes.

Third step

At home or in a library the two members group translate the texts and use all the means thay know

to find topics to support the position they have to defend. The teacher can help the groups with

bibliographic or sitographic suggestions.

Time: not defined.

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Fourth step

The day after, the starting groups rebuild themselves. Every section of two members holds his

opinion and listens to the opinion of the other section; each section makes comments on the speech

of the other section.

Time: 40 minutes

Fifth step

The sections of the groups, that have hold the same position build a new great group, trying to

strengthen their position. They sum up their ideas, producing a document for the teacher, who will

use it for great group evaluation28. They also elect a spokesman (an “orator”) who will explain their

own position. It is also possible to have a debate.

Time: 1 hour.

Sixth step

On a blackboard the teacher sums up the most important elements using a map.

Time: 20 minutes.

In Annales 3, 32-34 Tacitus inserts a pair of opposite orations that concern the opportunity for Roman officials of taking with them the wives when they are in the provinces. Caecina Severus, an old governor, says that it is not right that officials take with them their wives; Messallinus, a consularis, claims that it is right.

Severus' speechInter quae Seuerus Caecina censuit ne quem magistratum cui provincia obvenisset uxor comitaretur, multum ante repetito concordem sibi coniugem et sex partus enixam, seque quae in publicum statueret domi servavisse, cohibita intra Italiam, quamquam ipse pluris per provincias quadraginta stipendia expleuisset. Haud enim frustra placitum olim ne feminae in socios aut gentis externas traherentur: inesse mulierum comitatui quae pacem luxu, bellum formidine morentur et Romanum agmen ad similitudinem barbari incessus convertant. Non imbecillum tantum et imparem laboribus sexum sed, si licentia adsit, saevum, ambitiosum, potestatis avidum; incedere inter milites, habere ad manum centuriones; praesedisse nuper feminam exercitio cohortium, decursu legionum. Cogitarent ipsi quotiens repetundarum aliqui arguerentur plura uxoribus obiectari: his statim adhaerescere deterrimum quemque prouincialium, ab his negotia suscipi, transigi; duorum egressus coli, duo esse praetoria, peruicacibus magis et impotentibus mulierum iussis quae Oppiis quondam aliisque legibus constrictae nunc uinclis exolutis domos, fora, iam et exercitus regerent.

Messallinus’ speechMulta duritiae veterum <in> melius et laetius mutata; neque enim, ut olim, obsideri urbem bellis aut provincias hostilis esse. Et pauca feminarum necessitatibus concedi quae ne coniugum quidem penatis, adeo socios non onerent; cetera promisca cum marito nec ullum in eo pacis impedimentum. Bella plane accinctis obeunda: sed revertentibus post laborem quod honestius quam uxorium levamentum? At quasdam in ambitionem aut auaritiam prolapsas. Quid? ipsorum magistratuum nonne plerosque uariis libidinibus 10 obnoxios? Non tamen ideo neminem in prouinciam mitti. Corruptos saepe prauitatibus uxorum maritos: num ergo omnis caelibes integros? Placuisse quondam Oppias leges, sic temporibus rei publicae postulantibus:

28 Here the evaluation is not harshly defined, because the given texts must be added to other material to have sufficient instruments to evaluate Tacitus’ knowledge. So the papers are only an instrument.

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remissum aliquid postea et mitigatum, quia expedierit. Frustra nostram ignauiam alia ad vocabula transferri: nam viri in eo culpam si femina modum excedat. Porro ob unius aut alterius imbecillum animum male eripi maritis consortia rerum secundarum aduersarumque. Simul sexum natura invalidum deseri et exponi suo 15 luxu, cupidinibus alienis. Vix praesenti custodia manere inlaesa coniugia: quid fore si per pluris annos in modum discidii oblitterentur? Sic obviam irent iis quae alibi peccarentur ut flagitiorum urbis meminissent.

Conclusions

As we have seen – I hope - C. L. method gives good perpectives also for Latin.

In my opinion it is important to underline some aspects:

a) the teaching of Latin has more and more to compare with psychological problems of students; C.

L. can make easier to the teacher the task to build a good work atmosphere;

b) C. L is important to strengthen the links between teaching and research, a way to teach that

represents the new border of the teaching

c) C. L. permits to develop both linguistic and literary skills;

d) working with C. L. gives the possibility to analyse and study together with interest a lot of texts

that students would read without passion.

Short bibliography

English Bibliography

Johnson and Johnson (1994) = Roger T. and David W. Johnson, An overview of cooperative

learning, first published in J. Thousand, A. Villa and A. Nevin (Eds) (1994), Creativity and

Collaborative Learning; Brookes Press, Baltimore, now on line at

http://www.co-operation.org/pages/overviewpaper.html

Johnson and Johnson (1995) = D. W. Johnson - R. T. Johnson, Creative controversy: Intellectual

challenge in the classroom (3rd ed.). Edina, MN: Interaction Book Company.

Italian Bibliography

Comoglio (1996) = M. Comoglio - M.A. Cardoso, Insegnare e apprendere in gruppo. Il

Cooperative Learning. LAS, Roma.

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Comoglio (2001) = M. Comoglio, Apprendere attraverso la cooperazione dei compagni,

«Orientamenti Pedagogici», 1, 28-48.

Other Italian bibliography (not cited in the footnotes)

Johnson (1996) = D. Johnson, R. Johnson e E, Holubec (tr. it.), Apprendimento cooperativo in

classe, Trento, Erickson.

Sharan - Sharan (1998) = Y. Sharan e S. Sharan (tr. it.), Gli alunni fanno ricerca. L’apprendimento

in gruppi cooperativi, Trento, Erickson.

Kagan (2000) = S. Kagan (tr. it.), Apprendimento cooperativo. L’approccio strutturale, Roma,

Edizioni Lavoro.

Short Sitography

English Sitography

http://www.co-operation.org/ Cooperative Learning Center of University of Minnesota

http://www.ncsu.edu/felder-public/Cooperative_Learning.html R. M. Felder researches

http://www-acad.sheridanc.on.ca/scls/coop/cooplrn.htm Cooperative learning network

Italian Sitography

http://www.scintille.it/ Italian Review of Cooperative Learning

http://www.apprendimentocooperativo.it/ A project on C. L.of Torino district

http://www.far.unito.it/trinchero/ac/ A project of Piedmont and University of Torino

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http://www.far.unito.it/trinchero/ac/

http://www.apprendimentocooperativo.it/

http://www.scintille.it/

http://www-acad.sheridanc.on.ca/scls/coop/cooplrn.htm

http://www.ncsu.edu/felder-public/Cooperative_Learning.html

http://www.co-operation.org/

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