The aim of this summer study tour is to learn about ancient Greek mythology through both readings and direct experience of the land and localities that gave rise to the myths. The basis of this program is the schedule of visits to numerous ancient Greek and/or west Turkish sites and museums located on the Greek and west Turkish mainland and Greek islands. These provide first-hand familiarity with the land and with established icons of ancient Greek art, architecture, and engineering and with related concepts of landscape and aesthetics.

Classics 301B provides an introductory survey of Latin literature through English translations. The works to be studied include some of the earliest extant ones of the republican period down to those of the mid-empire: our authors span a period of over 300 years. We will read from a variety of genres, including comedy and tragedy, epic and lyric poetry, didactic literature, satire, historiography, the novel, letters, and philosophy. Latin writers appropriated all these genres- with the exception of satire, which apparently is a Roman innovation (satura quidem tota nostra est, Quintilian 10.1.93)-from the Greeks. In doing so they creatively and self-reflexively (Latin literature is extremely "meta") adapted their Greek source texts with a view to their own audiences and artistic purposes. The study of this literature provides a dynamic point of entry into the rich and diverse cultural world of the ancient Romans-the Roman empire was an extraordinarily complex experiment in multiethnic and polylingual exchange that is only now being rivaled by globalist movements. Latin literature is also critical to appreciation of subsequent European literatures and cultures.

Survey of the major authors and works of ancient Greece: from Homer to the Greek novel. All readings in English.

This is a course that explores the world of ancient Athens and Rome as it was viewed and interpreted in later periods. The learning activities inspire students to critically analyze and incorporate past and current art, historical, archaeological and cultural perspectives on ancient Greek life and culture. Then we learn about how people in America in the 1930s were inspired by ancient Greece. Students are expected to apply their knowledge by analyzing movies made in this period which focus on presenting classical culture in modern guise, especially those by the only major woman director of the era: Dorothy Arzner. Next, we look at ancient Rome. Since Americans have traditionally identified more with ancient Rome, we dedicate more time to the analysis of Rome and its influence. Finally, we look at the 1930s' vogue for the symbolism of classical culture in Fascist Italy under Mussolini and in Nazi Germany under Hitler.

Qualified students working on an individual basis with professors who have agreed to supervise such work.

Qualified students working on an individual basis with professors who have agreed to supervise such work.

This course introduces students to the New Testament in light of the contexts in which it was written and compiled, and as a window into reconstructing the world of early Christianity. The course will also examine how various Christian communities have understood the meaning and authority of the New Testament.

Survey of Greek philosophy, from the pre-Socratic philosophers through Plato and Aristotle to post-Aristotelian philosophers, such as the Stoics, Epicureans. Questions to be explored include: What is it to be the cause of something? What is it to be responsible in a world in which everything has a cause? What is it to learn something and to know something? Why do we live in groups, and why are those groups politically organized? What is it to live one's life well? What is it that drives us to do what we do? What is the world ultimately made of? Students will gain familiarity with theories about the nature of human experience among major schools of thought in ancient Greek and Roman philosophy.

This course investigates athletics, sport, and spectacle in ancient Greece and Rome. From the birth of the ancient Olympics in the early days of archaic Greece, to the blood in the arena of the Roman gladiatorial games, this course looks at the ways in which ancient athletics articulate with the societies and cultures of the Classical world. Through this exploration of ancient Greek sport and ancient Roman spectacle, this course builds connections across the humanities, social sciences, and arts. Students analyze how ancient athletics, and the evidence for it, can be studied from various perspectives, each providing their own strengths, weaknesses, and unique insights. Students use a humanist lens to conduct close readings to look at the roll of sport within Classical literature; they employ social scientific model building to construct economic models for the Panhellenic games; and they leverage an artistic perspective to consider the messages sent by portrayals of athletes on Panathenaic vases and in Greco-Roman Sculpture. Upon completing "Ancient Athletics", students will not only have a better understanding of sport and spectacle in ancient Greece and Rome, they will have a deeper understanding of the different perspectives used to approach ancient history and the skills to evaluate and synthesize diverse types of evidence.

In this course, you will use a humanists perspective to critically examine, analyze, discuss, and formulate arguments about ancient Greek and/or Roman conceptions of love and their enduring influence on the artistic, intellectual, and cultural development of subsequent societies.