Course Descriptions

This course will focus on the origins of words and their historical semantic development (i.e. their change in meaning over time). Linguistic terms and processes will be discussed (where appropriate) to aid in an understanding of the English language's evolution. Elements of work formation (prefixes, suffixes, and bases), primarily from Latin and Greek, will be studied intensively, so that words can be systematically analyzed and broken down into their component parts. Words will also be studied in context (with the quotations in the Ayers text and with short readings from Edgar Allan Poe, H.G. Wells, McCrum's Story of English, Gibbon's Decline and Fall of the Roman Empire, etc.). Students will be expected to keep a word journal throughout the course in which they analyze words encountered in their general daily reading.

This course will focus on the history and structure of words including the use of Greek and Latin roots in the formation of technical terms in medicine and the sciences. Elements of word formation (prefixes, suffixes, and bases) will be intensively studied so that the words can by systematically analyzed and broken down into their component parts. Excellent preparation for standardized tests such as the GMAT, GRE, LSAT, and MCAT.

Pyramids and Mummies focuses on the role of the pharaoh in ancient Egyptian Society and its portrayal in modern culture. It centers on the overarching question of how political rulers consolidate, exert, and maintain political power over their constituent populations. To do this, Pyramids and Mummies takes an interdisciplinary approach to Egyptian history, examining it from Natural Science, Social Science, Arts, and Humanities perspectives, assessing how Egyptian pharaohs utilized a diverse array of tactics to rule their kingdom. This course then moves from ancient to modern, analyzing the portrayal of ancient Egyptian kingship in the modern world, with a special focus on the ways in which issues of race, ethnicity, diversity, and equity are addressed in cinematic adaptations of ancient Egyptian culture and kingship. Upon completing this course, students will be able to critically analyze issues of political rule from a variety of disciplinary lenses, and synthesize these multifaceted strategies in clear, concise, and powerful written prose, and they will be able to address issues of race, equity, and inclusion in the reception and adaptation of ancient Egyptian culture.

Journey into the past to discover the worlds of the ancient Greeks and Romans. From democracy and republicanism to literature, philosophy and art, the contributions of these two cultures serve as the foundation for much of what has been described as ""western"" culture. This course explores who these peoples were, how these civilizations developed, what ideas and institutions they created, and why the Greeks and Romans matter today. Through this exploration into the Greco-Roman world, this course builds connections between the multiple types of evidence that scholars draw upon to paint a picture of the ancient past. Close readings of texts provide a humanistic perspective on classical culture; archaeological data inform us about social scientific trends in demography and economics; environmental evidence from ice cores, botanical remains, and soil samples enable a natural science perspective on the past; and some of the world's most famous objects--from the Venus di Milo to Grecian vases--allow for artistic insights. In this course, students will evaluate the strengths and weaknesses of each disciplinary approach to understanding the past, and ultimately weave together multiple strands of evidence to create their signature assignment. Upon completing "Meet the Ancients", students will not only have a better understanding of Greco-Roman history and culture, they will, above all, have a deeper understanding of the different perspectives used to approach ancient history and the skills to evaluate and synthesize diverse types of evidence.

The myths, legends, and folktales of the Greeks, Romans and the peoples of the ancient Near East have remained popular for thousands of years. Together we'll not only learn about these stories themselves, but also think about why these stories are so popular, where they came from, and what insights they give us into the various people and cultures who created and reinterpreted them across the millennia.

This course examines different cultural concepts and social realities that prevailed in ancient Greece and Rome and that have persisted in subsequent cultures and societies of the world, to one extent or another, such as in Europe and the US. The course addresses the complex relationships between material, literary, and cultural remains. Topics may include crime and punishment in Greece and Rome; healers, wonder workers, and sages; city and country life; the place of religion in ancient Mediterranean societies; the Greek and Roman city; food and feasts; warfare and migrations; Greeks, Romans, and 'barbarians.'

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

A survey of history, geography and culture designed to provide a thorough grounding for students studying Classics and Classical Receptions as part of study abroad programs. In this course, we will develop a foundation for your study abroad experience by helping you develop a thorough sense of the historical and cultural context in which the works of art, architecture, and literature you will encounter, as well as the museums, buildings, and archaeological sites you will visit, were created. Because the logistics of a study abroad program often mean visiting sites out of historical or chronological order, this course will help you construct a mental framework into which you may place the disparate items you will consider in your program. Classics study abroad programs require students like you to grapple with material in multiple disciplines (Archaeology, Architecture, History, Art History, Literature, Religious Studies) simultaneously, and this basic grounding in the most important periods, figures, movements, discoveries, and ideas relevant to your study abroad program will be a foundation that will allow you to connect these interwoven threads. While we will only be able to provide a brief introduction to these periods and ideas in this course, you will develop both a general sense of the shape of the relevant cultural history as well as a robust set of illustrative examples and figures.

This literature course examines Greek and Roman classical myths and Jewish and Christian biblical stories that have frequently been represented in visual cultures over the centuries in Europe and beyond. When taught as part of a study abroad trip, the course will be customized to provide the literary background of the specific visual material students will view while abroad.

A political, social and cultural history of Greek civilization from the Bronze Age to the death of Alexander the Great.

This course offers a survey of Roman History from the prehistoric settlements in the area of the Seven Hills to the deterioration of the western Empire in the fifth century C.E. Special topics of interest include the material culture of the Roman world; the use of images in the pursuit of political agendas; classical notions of the divine; and concepts of gender, power, and identity. Popular representations of ancient Rome, specifically in film, will provide another area of consideration for comparison throughout the semester.

Surveys western civilization from the Greco-Roman perspective, beginning before the Greeks and Romans, investigating the origins of their cultures, and proceeding through Greece and Rome to the Middle Ages.

Surveys western civilization from the Greco-Roman perspective, covering the classical tradition from the Middle Ages to the present.

This course examines Ancient Greek and Roman art, literature, and thought, and the influence of this classical tradition on the artistic, intellectual, and cultural development of subsequent societies from late antiquity to the present day.

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.

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.

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 highlights art movements which dominated the American culture scene throughout the 1930s, focusing on classical influences from ancient Greece and Rome.

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

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.

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.

This course explores the history of criminal justice systems in the ancient Mediterranean through close examination of select primary sources. Its primary focus is Greece and Rome, but it will also cover Pharaonic Egypt and the Ancient Near East. We shall move chronologically, geographically, and topically, treating a broad range of literary and archaeological evidence. Of central importance to the course will be the issue of boundaries: between right and wrong, imprisonment and freedom, individual and state. Law codes from Mesopotamia, tomb robbery in the Egyptian New Kingdom, the trial and execution of Socrates, police in the streets of Rome, execution by gladiator, spiritual and allegorical punishment: the course encompasses it all!

This is a course about travel writing for students participating in a study abroad program centered around the Humanities. Together, we will examine the tropes and conventions of the literature that documented travel by authors relevant to the places we are travelling, and put this travel literature in conversation with our own writing about travel.

Religious beliefs and cult practices in ancient Greece and Rome. All readings in English.

Investigates the emergence of Christianity in the first four centuries of the Greco-Roman milieu.

A parallel study of ancient and modern entrepreneurial initiatives, this team taught Classics course/ management seminar will compare the first global economy and its first C.E.O., Augustus, Emperor of Rome, with modern counterparts.

A grand tour of Rome in film, beginning with the epic themes of ancient history-the Caesars, Cleopatra, and Mark Anthony-through the modern period . Films in their thematic, stylistic, and narrative range invite students to explore both Rome's unique status in the west as well as Rome's place in the national Italian consciousness.

Although Greece was more than just Athens, a familiarity with the religious, civic, and private material culture of Athens is essential for all students of Classical antiquity. This course will follow the urban development of Athens, especially its religious center, the Acropolis, and its civic center, the Agora, from the Prehistoric through the Golden Age of the fifth century BCE to the Byzantine and Ottoman times. In our search of ancient Athens, our primary focus will be how people in Athens carried out their social, political, and religious activities. The history of the Parthenon, from a Classical temple to house the statue of Athena Parthenos, to a Byzantine church for six centuries (6th-12th centuries C.E.) to a mosque from the 15 to the 19th centuries C.E. encapsulates the continuous adaptation of the landscape to the needs of its ever-changing population. In the last part of the course, we will focus on the "rediscovery of Athens" in the wake of the independence of the modern Greek nation with Athens as its capital city and on the conservation and preservation of key monuments in the landscape of modern Athens.

Animals were central to the ancient world, and present everywhere. The literature of antiquity is filled with animal allegories, and stories of emotional attachment among humans and animals. Other voices argue its opposite: that animals exist for the use of humans, and that they do not possess an intellect compatible with our own. These two relationships, utilitarian and affectionate, give rise to many of the questions we will address in this course as we consider ancient behavior toward animals in these literary presentations and then compare that behavior with our own modern thinking on such topics as: Do animals differ from humans intellectually? Were animals created for the use of humans? Do we have an obligation to protect animals? Should animals be used for food, sport, or sacrifice? Can animals be our friends? These are all questions that formed the ancient ethical debates about animals and informed behavior toward them. Arguments cover the full gamut, from ideas that humans owe animals nothing to imputing rational sentience to them. Beyond the debates about animals that survive in extant literature, in this course we also examine animals in material culture, e.g., animals in art or carved on monuments. In addition, we will consider a variety of modern ideas about animals by reading a children's book about animals (list will be provided) as a way of developing a comparative framework for interpreting the literature about animals in antiquity. These readings will form the basis of student presentations. CLAS 312 is a General Education Tier 2 Humanities course.

The course examines the mythology and practice of medicine in Greek and Roman times from Asclepius to Hippocrates and Galen, medical instruments and procedures, the religious manifestation of healing in Greek and Roman sanctuaries, the votive dedications by patients and cured, midwifery and child care, public hygiene and diseases. The topics cover a large spectrum of the medical practice and public health in the ancient societies of Classical antiquity, as well as how ancient worldviews, including religion and religious practice, shaped health and medicine in Greek and Roman civilization.

During this class, we will be exploring the diverse nations of the Mediterranean that pursued the acquisition of empire in the ancient world: Pharaonic Egypt, Achaemenid Persia, 5th century Athens, 4th century Macedon, and Imperial Rome. More than only the respective "rise and fall" of each empire, we will examine how the rulers of each civilization depicted and justified their policies of conquest, how the pursuit of empire changed the cultures of these civilizations, and how each empire paved the way for the next. In the end, we will be learning how empires in general (mis)function, and how empires are justified to their participants, subjects, and enemies.

This course is based on research and practices about art, film, and popular culture in France, England, Germany, and particularly in America. The learning activities inspire students to critically analyzing and incorporating past and current art perspectives in the arts and their influence on cinema. It is expected that students demonstrate skillful analysis and the latter description of theoretical and pragmatic solutions related to ideologies, art movements, and technology involved with the development of cinematography, through learning about different cultures, including ancient Greece and Rome, as well as America, France, and Germany over the centuries.

In this course, we will examine Rome and its Empire from several points of view and across Roman history. During this semester we will deal with those who ruled the empire, and those who were ruled by the Emperors. Through this class, we will explore how Romans thought about their own rule, and how citizens, subjects, and outsiders reacted to (and against) the Roman Empire.

This course provides an overview of the culture of ancient Rome beginning about 1000 BCE and ending with the so-called "Fall of Rome". It looks at some of the key people who played a role in Rome, from the time of the kings through the Roman Republic and the Roman Empire. It will also focus on the city of Rome itself, as well as Rome's expansion through Italy, the Mediterranean, and beyond.

This course surveys the art and archaeology of Greece from the Early Bronze Age to the Hellenistic period (ca. 3000 BC-31 BC), focusing on iconic monuments in architecture, sculpture, ceramics, and minor arts that shaped ancient Greek civilization. Monumental projects, such as temples, tombs, fortifications, as well as miniature creations in luxurious materials will be examined within their larger political, social, religious, technological, and economic contexts in Ancient Greece. Athens, Delphi, Olympia, Crete, and the Aegean are just a few of the celebrated places explored in this course.

Mediterranean craft technologies from past and present find their natural home on the Greek island of Paros which provides the ideal setting for a diachronic exploration (through lectures, field trips, and interviews)of key archaeological and anthropological questions on crafts, environment, and society.

A study of the Homeric poems, the Iliad and the Odyssey. All readings in English.

Art and archaeology of the Egyptian civilization from the beginning of the Pharaonic Period to the Alexandrian Age.

An examination of the ways in which an understanding of Greek and Roman history, political theory, and ideals (liberty, virtue, beauty, etc.) were influential among important figures involved in the foundations of the government of the United States. The course provides a broad grounding in ancient political thinking as well as the events and figures of ancient history upon which such thinking was based. Special attention will be given to the texts that were the most influential among the 18th-century elite.

In this course, students will examine ancient Greek tragedy both in its original context, and as it has been interpreted and re-interpreted in more modern times. They will combine historical, critical, and artistic perspectives to consider what tragedy was/is and what made/makes it moving, effective, and enduring. The course will spotlight one the great tragic themes, centering the stories of Agamemnon, Oedipus, or the Trojan War. Students will build upon their understanding of both ancient tragedy and modern receptions to conceptualize effective modern stagings and adaptations.

An investigation of modern psychological theories and their relevance to ancient Greek and Roman myths. All readings in English.

This course focuses on the information about aspects of everyday life of the ancient Greeks and Romans that can be gleaned from archaeological evidence, as opposed to or in combination with written sources, and the various methodologies of the discipline of archaeology that allow us to reconstruct so much of the daily lives of ancient peoples. A comparative approach will be used so that students gain a sense of the shared cultural markers of these two civilizations, as well as their differences and the changes that took place in the Roman period. Topics to be considered are: house and home; clothing and body ornament; food and drink; partying and leisure activities; theater and spectacle; sport and competition; music and dance; shopping and money; schooling and children's lives; men's versus women's lives; the lives of slaves; and the worlds of artists and craftsmen.

This course is an introduction to the archaeology, art, architecture, history and literature of the evidence for ancient athletics in the Mediterranean world. A portion of the course is devoted to the archaeological, historical and literary evidence for the ancient Olympic Games. Course topics include: Sumerian athletics; Babylonian athletics, Egyptian athletics; Athletics in Homer; the rise of athletic festivals; Pan-Hellenic festivals; athletics and society; athletics and art; Greek athletic events; famous athletes and athletics; trainers, coaches and managers; athletic facilities; prizes and compensation; politics and Greek athletics; Macedonia and the Hellenistic age; athletics of the Etruscans and during the Roman Republic; athletics during the Roman empire.

This course provides a survey of ancient Roman drama, comic and tragic, both within its unique cultural context and also as it was variously received by subsequent cultures and epochs.

Critical reading and study of select Greek and Roman novels.

This course provides a survey of ancient Roman epic poetry (heroic, historical, didactic, and Ovidian), both within its unique cultural context and also as it was received by subsequent cultures and epochs.

This course analyzes some of the most culturally prevalent forms of horror, terror, and violence in the ancient Roman world, including those associated with war, slavery, autocratic rule, and the spectacles of the amphitheater. In addition to examining relevant literary and documentary evidence from Roman antiquity, this course incorporates select writings in trauma studies, as well as modern comparative materials, that can provide frameworks for interpreting how both individuals and groups in the Roman world experienced and remediated the effects of trauma in their lives.

Roman slavery was a brutal and dehumanizing institution normalized by tradition and enforced by violence. Roman law went so far as to codify the fiction that the enslaved had no parents or ancestry, but lived experience was more complicated. The proximity of slaves and free persons within Roman families and their intimate interactions complicated ideological assertions of "the natural slave". In this course we begin with an overview of the Roman institution of slavery and the roles of slaves within families. We then focus on how Roman writers in various literary genres appropriate the social and legal categories "free" and "enslaved" to interrogate personal experience. We also examine other types of documentary evidence and the remains of material culture related to Roman slavery throughout the semester.

Women in literature, archaeology and history from the Bronze Age to the Roman Empire.

In CLASSICS 363 we will build a community of inquiry examining the intersections of race and Classics. Readings will include primary and secondary sources that will help us explore topics such as (but not limited to) cross-cultural interactions in Mediterranean antiquity, the social construction of race and ethnicity in antiquity and modernity, the influence of race (including constructions of whiteness) and racism on the development of the discipline of Classics in modern Europe and North America, and how the ancient Greeks and Romans can help us think about diversity and the concept of Western Civilization.

This course treats topics within the study of ancient Greece, Rome, and neighboring cultures. Knowledge of primary languages is not required, but for qualified students there may be optional readings in primary languages, such as in Greek and/or Latin.

During this course, students will apply in a practical way, theoretical learning from other courses in an active and engaged, and applied manner. The specific course content will change depending on instructor, student(s) and the specific project undertaken.

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 will survey both the historical development of Egyptology and the archaeological, art historical, literary and other methodologies utilized by this discipline.

This course involves in depth study of early Christian texts together with related contemporary Jewish and Greco-Roman literature. Students will engage in careful analysis of individual texts in the New Testament and from the first four centuries of the Common Era, focusing on questions of genre, authorship, and meaning. Alongside these, students will examine writings by contemporary Jewish, Greek, and Roman authors (e.g., Philo, Josephus, Seneca, and Plutarch) as illustrative of the wider literary and religious culture. For students who have completed GRK 201, an option for readings in ancient Greek will be available as part of the course.

Early Christian and late antique literatures document one of the most significant periods of the human past. This period witnessed and helped to inaugurate the gradual transformation of classical society, government, and religion into three distinct cultures-the Medieval West, Byzantine, and Islamic. The western Mediterranean formed a European, Christian society made up of distinct European nations. In the eastern Mediterranean, the Roman Empire continued as the "Byzantine Empire," and the seventh century saw the birth of another major world religion, Islam, along with the Islamic caliphate. Early Christian and late antique literatures are characterized by a rich interdisciplinarity, but the social, religious, and political impact of Christianity is at the core of the Latin literature of this period. One particular focus of the course will be the "conflict" between Christian and pagan Latin literature- the problem of how to reconcile the literary inheritance of the pagan past with the Christian present. The texts of Tertullian and Jerome are the loci classici for the discussion of Christian attitudes to pagan literature and culture, a theme we will address first in their texts and then in all subsequent readings. Although our course will include source readings from the wider Latin West (e.g. North Africa and Gaul), our focus will be upon the dramatic transformation of fourth-century Rome into the Primatial See of the Catholic Church and the destination of religious pilgrimage-the new Jerusalem.

Beginning with Herodotus' history of the Persian Wars and concluding with Thucydides' account of the Peloponnesian War, you will read and discuss various types of ancient sources in order to write your own history of the growth of democracy, the spread of empire, and the persistence of war in Classical Greece.

By reading and discussing many different ancient texts, including philosophy, Jewish histories and literature, and, especially, papyri from Egypt, you will explore the social and cultural history of the eastern Mediterranean from Alexander the Great until the Roman conquest.

In this class, you will investigate a variety of topics related to people's lives in Classical Greece: democracy, economics, family life, gender, slavery, science, religion, and friendship. You will read and discuss ancient texts from the 4th century BCE -- histories, court speeches, how-to manuals, and philosophy -- in order to figure out for yourself what happened and how people lived.

The Republic to the death of Caesar.

The Empire through the reign of Constantine the Great.

This course focuses on Cleopatra VII (69-30 BCE), the last ruler of Ptolemaic Egypt and one of the best-known women in history and a key powerbroker during a period of important political change, one with enduring repercussions for the western world. She has been, however, deliberately memorialized as a "romantic" agent, a deployer of "feminine wiles", whose gender and political toolbox rightly doomed her efforts to failure. Students will interrogate the process of transforming a historical individual into an object lesson, a trope of femininity, and a cinematic legend, unpacking the messages crafted for a range of audiences and purposes by multiple creators, including Cleopatra herself. We begin with the historical background of the Hellenistic period, cosmopolitan and multicultural, focusing especially on the dynamism of women in the ideology of royal power and as image-makers in their own right, developing special forms for female authority and female patronage. A number of earlier Cleopatras establish context and particular precedents, creating official personae to engage effective interactions with fundamental groups; these include the resilient Ptolemaic queen Cleopatra II (r. 175-116 BCE) and Cleopatra Thea, token in a dynastic alliance who became Great Queen of Syria, dominating the Seleucid throne for a generation. Students will then sift through the evidence for Cleopatra VII, both the contentious (and largely hostile) material for her Mediterranean activities as well as the Egyptian record that may represent the specific efforts of the queen herself, utilizing then-ancient symbol and ritual to assert her legitimate imperial authority and structure her collaboration with major stakeholders in the Nile realm. The last section of the course looks to the lingering memory of Cleopatra long after her death, closely examining images in drama, art, and film to explore how the story of Cleopatra has been crafted and recrafted to represent different "truths" about sex, power, and identity.

This course is an introduction to the language, literature and writing system of Old Persian. Old Persian, one of the oldest Indo-European languages which survived in written records, was the native language of the Achaemenid kings and one of the languages used in the state documents of the Achaemenid Empire (550-320 BCE). The corpus of Old Persian mainly consists of royal inscriptions issued by Darius I (533-486 BCE) and Xerxes I (486-465 BCE). The royal inscriptions include the political ideology of the kings, and chronicle some of the major events that occurred during their reigns. By analyzing the texts in the original language and in the context of the political history of the empire, this course also offers an introduction to the history of the Achaemenid Empire, the first Persian empire which remained to this date the ideal of kingship in Iran, and profoundly influenced all later Iranian dynasties.

A chronological, thematic, and interdisciplinary study of Rome from Forum to Fascism, the readings in CLAS 412/512 include selections from some of the most influential writers and texts of western literature-- travelers, historians, artists, writers, reporters, scientists, critics, art historians, and politicians. Since our goal is to study the ancient iconic city Rome and its reception through the neo-classical period through many lens, we shall also include a range of artists and visuals, including a visit to the Special Collections Library to view manuscripts, facsimiles, and incunabula, a visit to the UAMA collection, and trip to the nearby San Xavier Mission, the "Sistine Chapel of the West."

This course will examine the histories written by ancient Greeks and Romans, as well as the broader questions of historiography. What did history mean to the ancients, and what techniques did they use to "bear witness" to the past? How do the writings of ancient historians inform our understanding of classical antiquity? Ancient Greek and Roman historians to be covered include Herodotus, Thucydides, Livy, and Tacitus.

This course therefore concentrates on the evidence for Greek sanctuary sites between 1000 and 600 B.C. We examine the excavated material from numerous sanctuary sites, including architectural remains (temples and/or altars), votive offerings of bronze and clay, and any other evidence revealing religious practices during these formative years. The role the sanctuaries played in society is also considered with a view to their political, social, economic and spiritual implications for Archaic Greek life.

This course examines the technological achievement of Ancient Greeks from Prehistoric to Roman times. It is structured around key crafts, such as ceramics, stone and bronze sculpture, ivory-working, glass-making, carpentry, and weaving. The production sequence for each craft is presented, as well as the interconnectedness among different crafts. Visits to local craft studios promote an experiential learning. Students learn how craft practitioners carried out major technological projects, ranging from temple construction, to time-recording machinery, water engineering, and ship construction. The low social status of the workers is contrasted with the elevated appreciation of their products. The impact of environmental, economic, and cultural factors on the endurance, innovation, or abandonment of technological expertise is also addressed.

This course examines the translation of classical (poetic) texts as a way of receiving these texts and rendering them accessible - and fresh - for new audiences. The course consists of five components: (1) an introduction to the field of Translation Studies; (2) diachronic study of some of the most influential writers on translation, i.e. from Cicero to 21st century theorists; (3) the translation and adaptation of Greek texts by Latin authors at the beginnings of Latin literature; (4) close study of selected Greek and Latin poetic texts against a selection of published translations of them in English; (5) translation practica.

This class will examine the archaeology of the Greek Mainland from the arrival of humans until the end of the Late Bronze Age, paying particular attention to the emergence and florescence of Europe's first states. In addition to learning the material record of the region, students will hone their skills in critical thinking by exploring the theoretical approaches that inform the way archaeologists reconstruct the past.

The course will introduce the student to the history, theory and archaeological evidence for city and landscape planning from the Minoan, Etruscan, Greek and Roman periods. In addition the course will consider some of the most modern techniques (digital cartography, remote sensing and GIS) in the study of ancient cities and will offer the student the opportunity to learn and practice a number of these modern techniques, including the use of AutoCAD.

This class will provide an examination of the culture of ancient Egypt through an introduction to selected cultural themes as well as the study of selected hieroglyphic inscriptions and texts

This class will provide an examination of the culture of ancient Egypt through an introduction to selected archeological methods and approaches, as well as the study of selected hieroglyphic inscriptions and texts. Although a continuation of 451A, 451A is not prerequisite or needed for 451B, which will cover different material.

This course surveys the art and archaeology of the Etruscan culture from the question of its origins in the Bronze Age to its absorption by the Romans in the first century A.D. Questions of DNA analysis and origin theory, art and architecture, history, interface with the Romans, diversity of individual cities, confederation centers and language will also be discussed.

This course explores how archaeological methods can be utilized to contribute to our understanding of the Greco-Roman world. Using a variety of archaeological case studies, it will cover traditional methods of investigation such as excavation and survey as well as recent approaches including technologically advanced remote sensing and dating techniques. The course will also consider how archaeology is best integrated with the many other types of evidence (e.g., inscriptions, papyri, coins, literary and documentary texts, etc.) found in the ancient Mediterranean. By the end of the course, students will understand how archaeology contributes to our historical knowledge and which methods are appropriate in a given context.

This course surveys Greek and Roman sculpture from Cycladic figurines of the 3rd millennium B.C. to Roman sculpture of ca. 300 A.D. Topics to be addressed are stylistic developments, uses of sculpture within historical settings, iconography and meaning, materials and manufacturing techniques, and sculptors and their social status. The course will also deal with modern misconceptions of the original appearance of the classical sculpture, problems of forgeries, and the impact of looting within larger discussions of cultural heritage and collecting.

This course surveys the craft and context of Greek and Roman painting and mosaics, from the Bronze Age Greek palaces to the Archaic and Classical Greek ceramics, to Etruscan tombs and Roman villas. Greeks and Romans lived both privately and publicly in a colorful world with lavishly decorated walls, floors, ceramics, sculpture, and luxury objects. Topics also include professional competition among painters, transfer of technological knowledge, and scientific analysis of pigments.

This course aims to introduce students to on-going issues and debates central to the study of the classical cultures in the Mediterranean world, that are far from resolved. Instead of focusing on certain periods or certain media, the students will be able to evaluate scholarly arguments on Classical material culture, including but not limited to discussions of style, technological choices, historical and social contexts, archaeological scientific methods, and cultural heritage, to name a few, spanning several millennia from Aegean Bronze Age to Hellenistic times. Test cases include celebrated but controversial vases, sculptures, mosaics, temples, and metalwork. We will also study how scholarship shifts its focus to different types of controversies, as a result of more general social, political, and economic contexts. Some prior 300-level coursework on History, Anthropology, Classics, Art History, or related discipline is recommended, but not required.

Field training and lecture program for students beginning in archaeology; includes trench supervision, stratigraphy, locus theory, and oral and written reports on field techniques. Offered on several archaeological sites in the Mediterranean area.

This class explores the archaeological evidence for ritual and religion in the Greek world from the Neolithic through the Classical periods. We discuss how to identify various sacred sites and artifacts, and how to interpret evidence we believe may be from a religious context.

This course surveys the development of ancient Greek pottery from c. 3000 to 400 BCE, with a focus on the period 1200-400 BCE (Mycenaean-Late Classical). Topics to be addressed include stylistic and typological developments, uses of ceramics within historical settings, iconography and meaning, materials and manufacturing techniques, organization of ceramic workshops, and potters and their social status. Key goals of the course include gaining an appreciation for the great importance of pottery in establishing and verifying the foundations of chronology in Greek archaeology as well as illuminating fundamental aspects of Greek society and culture. Opportunities for hands-on experiences in UA ceramics labs and museum collections will be available.

Topics in Greek philosophy. May be selected from the pre-Socratics, Socrates, Plato, Aristotle and post-Aristotelian philosophy.

A philosophical introduction to the major works of Plato.

A philosophical introduction to the major works of Aristotle.

Critical survey of scientific methods used in archaeology and art history. Emphasis on the potential and limitations of these techniques for reconstructing human behavior.

This course examines the architectural developments in the Greek world from the Neolithic and Bronze Age through to the Classical and Hellenistic periods (6000-31 BC). We look at the various types of building structures including palaces, tombs, temples, theaters, town planning, and domestic architecture, and discuss sites such as Knossos, Mycenae, Pylos, Delphi, Athens, Corinth, and Olynthos. Students will consider issues such as the manner of construction of these buildings, the contexts in which they they were commissioned, built and used, and some of the architectural problems facing the architects.

Journey to the edges of empire as this course explores the archaeological remains of the Roman provinces. Topics will include the relationship between the Italian core and provincial periphery, the archaeological impact of Roman colonization, and the various local responses to imperial incorporation. Underpinning these topics will be the theme of globalization - the process of interaction and integration among the many diverse populations of the Roman world. By the end of the course, students will be able to draw connections between Rome and the provinces as well as between globalization in antiquity and the modern world.

The origin and development of Italian architecture from the beginning of the Iron Age to the end of the Roman Empire, highlighting the development of construction techniques, materials used, the nature of the work force, principal monuments and patterns of urbanism. Focus is also placed on the imperial building programs of the Roman emperors and on the domestic architecture of Rome and its dependencies.

This course focuses on the ancient history of the Middle East prior to the rise of Christianity and Islam. In reflecting on modern agendas and assumptions that have defined a certain image of "the classical world" in distinction to that of "the ancient Near East", we take a critical approach to Mesopotamian, Anatolian, Levantine, and Persian history from the development of writing to the conquest of Alexander the Great (fourth millennium to fourth century BCE).

Specialized work on an individual basis, consisting of instruction and practice in actual service in a department, program, or discipline. Requires faculty member approval, preceptor application on file with department.

This course treats topics within the study of religion in ancient Greece, Rome, and neighboring cultures. Knowledge of primary languages is not required, but for qualified students there may be optional readings in primary languages, such as in Greek and/or Latin.

A culminating experience for majors involving a substantive project that demonstrates a synthesis of learning accumulated in the major, including broadly comprehensive knowledge of the discipline and its methodologies. Senior standing required.

An honors thesis is required of all the students graduating with honors. Students ordinarily sign up for this course as a two-semester sequence. The first semester the student performs research under the supervision of a faculty member; the second semester the student writes an honors thesis.

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.

Introduction to ancient Greek for students of the Bible and of the classical authors.

The second semester of the introduction to the basic morphology, grammar, syntax, and vocabulary of ancient Greek through reading and composition for students of the Bible and of classical authors.

Development of skills in conversation, composition, and reading with emphasis upon audiovisual practice.

The second semester of modern Greek continues the development of skills in conversation, composition and reading with emphasis upon audiovisual practice.

Intensive study of basic morphology, grammar, and vocabulary of beginning classical Greek. Greek 112 provides an intensive introduction to Greek and is the equivalent of Greek 101 and 102. There are no prerequisites, though some background in Latin or Romance language may be helpful. As we will cover two semesters of material in fewer than five weeks, the pace is fast and the workload necessarily demanding. Students who successfully complete the course may advance to Greek 212 in Summer term or Greek 201 in the Fall term.

Qualified students working on an individual basis with professors who have agreed to supervise such work. STRONGLY RECOMMEND: 4 units of 100-level GRK courses.

Selections from Greek prose texts.

Selections from classical Greek poetry.

Pronunciation, grammar, and vocabulary of modern Greek; development of skills in conversation, composition, and reading; emphasis on aural-oral skills.

Conversation, composition, and reading.

Readings from original prose and Homeric poetry will alternate with regular review of grammar.

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

Specialized work on an individual basis, consisting of instruction and practice in actual service in a department, program, or discipline. Teaching formats may include seminars, in-depth studies, field work, and archival study.

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.

Readings in major Greek authors including Homer, Plato, and the historians and dramatists.

Extensive readings in Greek in one of the following areas of Greek philosophy: the pre-Socratics, Plato's ethic and epistemology, Aristotle's Nicomachean Ethics.

Study of basic morphology, grammar, and vocabulary of beginning Biblical Greek I.

Study of basic morphology, grammar, and vocabulary of beginning Biblical Greek II.

Close reading in Greek of either (1) tragedy-one play each by Aeschylus, Sophocles and Euripides or (2) comedy-two plays of Aristophanes, one of Menander.

Close reading of selections from the Iliad and Odyssey in Greek and an introduction to the critical secondary literature.

Selections from Herodotus and Thucydides with an introduction to the critical literature. Readings in Greek.

Critical readings in ancient Greek with literary and social-historical contextual analyses of ancient Greek Poetry of either the Archaic or Hellenistic period or both.

Critical reading in ancient Greek with social, historical and interpretive analysis of the works of Demosthenes and other major fourth century BCE orators.

A culminating experience for majors involving a substantive project that demonstrates a synthesis of learning accumulated in the major, including broadly comprehensive knowledge of the discipline and its methodologies. Senior standing required.

An honors thesis is required of all the students graduating with honors. Students ordinarily sign up for this course as a two-semester sequence. The first semester the student performs research under the supervision of a faculty member; the second semester the student writes an honors thesis.

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

An introduction to the basic morphology, syntax and vocabulary of Latin through reading and composition.

A second semester introduction to the basic morphology, syntax and vocabulary of Latin through reading and composition.

Intensive study of basic morphology, syntax, and vocabulary of beginning Latin. Latin 112 is the equivalent of Latin 101 and 102 OR Latin 112A and Latin 112B; the pace is fast and the workload necessarily demanding. Students who successfully complete the course may advance to Latin 212 in Summer Session II, or Latin 201 in the fall term.

A first-semester accelerated study of the morphology, syntax, and vocabulary of beginning Latin. Upon successful completion of Latin 112A and Latin 112B, students may progress to Latin 212.

A second-semester accelerated study of the morphology, syntax, and vocabulary of beginning Latin. Upon successful completion of LAT 112A-B, students may progress to LAT 212 "Intensive Latin II".

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

Review of Latin grammar with readings from prose writers.

Review of Latin grammar with readings from the poetry of Virgil's Aeneid.

Equivalent of LAT 201 and 202. Reading and composition, prose and poetry.

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.

Extended readings from Sallust, Cicero and Caesar with some grammatical review; development of skills in rapid readings and sight reading.

Readings in one of the following: epic, lyric, drama, history, oratory, satire, epistles, novel, philosophical, technical or medieval literature.

Analysis of Latin prose style, review of Latin grammar, practice in composing Latin prose.

Reading in the Latin texts of Catullus and Horace.

Readings from a major writer or writers of the Augustan age.

Survey of Latin literature during the thousand years between the end of the classical period and the beginning of the Renaissance.

Reading in the Latin texts of Ovid, Tibullus and Propertius.

Readings in Latin of major authors and works produced from the second decade of the first century CE to the last decades of the second century CE. Course content may vary and may include both prose and poetry.

Close reading of selected works in Latin.

Readings in Latin from the Roman historians and biographers. May be repeated without duplication of readings.

Close reading and study of select plays of Plautus, Terence, and Seneca, as well as select fragments of Republican Roman tragedy.

This course will have appeal to Latinists, Latin teachers-in-training, trainers of teachers, and curriculum specialists at state and local levels as a broad introduction (with highly specialized bibliography) to a wide variety of issues in Latin methodology. Students will develop, implement, and evaluate an Action-Research Project in an active classroom setting as the final project for the course.

A comparative study of instruction and learning theories among ancient authors (in Latin) and compared with modern, language-learning educators who write about language instruction and learning theory.

A culminating experience for majors involving a substantive project that demonstrates a synthesis of learning accumulated in the major, including broadly comprehensive knowledge of the discipline and its methodologies. Senior standing required.

An honors thesis is required of all the students graduating with honors. Students ordinarily sign up for this course as a two-semester sequence. The first semester the student performs research under the supervision of a faculty member; the second semester the student writes an honors thesis.

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.