Courses for Spring 2012 | Department of Classical Studies

	Title	Instructor	Location	Time	Description	Cross Listings	Fulfills	Registration Notes
ANCH 027-401	ANCIENT ROME	GREY, CAMPBELL	CLAUDIA COHEN HALL G17	MW 1200PM-0100PM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027401	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES
ANCH 027-402	RECITATION	SITZ, ANNA	CLAUDIA COHEN HALL 493	R 0900AM-1000AM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027402	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-403	RECITATION	LINN, SARAH	CLAUDIA COHEN HALL 237	R 1030AM-1130AM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027403	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-404	RECITATION	BECKMANN, SARAH	COLLEGE HALL 311F	R 1100AM-1200PM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027404	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-405	RECITATION	BECKMANN, SARAH	CLAUDIA COHEN HALL 237	R 1200PM-0100PM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027405	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-406	RECITATION	LINN, SARAH	CLAUDIA COHEN HALL 237	R 0900AM-1000AM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027406	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-407	RECITATION	FEELEY, JACOB	CLAUDIA COHEN HALL 237	F 0900AM-1000AM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027407	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-408	RECITATION	MORTON, JACOB	FISHER-BENNETT HALL 25	F 1000AM-1100AM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027408	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-409	RECITATION	MORTON, JACOB	MUSIC BUILDING 102	F 1100AM-1200PM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027409	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-410	RECITATION	FEELEY, JACOB	CLAUDIA COHEN HALL 392	F 1200PM-0100PM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027410	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-411	RECITATION	KENTY, JOANNA	PSYCHOLOGY LAB A30	R 0300PM-0400PM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027411	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 027-412	RECITATION	KENTY, JOANNA	CLAUDIA COHEN HALL 237	F 1200PM-0100PM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.		History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
ANCH 027-414	RECITATION	SITZ, ANNA	UNIVERSITY MUSEUM 330	R 1200PM-0100PM	The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.	HIST027414	History & Tradition Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
ANCH 220-401	Near East in Hellenistic and Roman Times	WILKER, JULIA	CLAUDIA COHEN HALL 392	MW 1200PM-0130PM	In this course, we will study the history of the Hellenistic and Roman period a from a Near Eastern perspective. From the conquests of Alexander the Great to the end of Roman rule in late antiquity, this region was the scene of conflicts, but also of peaceful and fruitful interactions between Greeks, Romans, Egyptians, Jews, Syrians, Arabs and many other societies. What was the impact of Greek and Roman rule and how did the inhabitants of the region react to these fundamental changes? On the other hand, how did they influence the culture and worldview of their conquerors? We will use historical texts, documents and archaeological evidence to discuss the political, cultural and religious encounters that made the Near East a key region of Greco-Roman history. All texts will be discussed in translation. No prerequisites, although it would be useful to have taken ANCH 026 and/or ANCH 027.	NELC284401		CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
ANCH 353-401	RHETORIC AND COMMUNITY	MCINERNEY, JEREMY	CLAUDIA COHEN HALL 204	TR 0300PM-0430PM	TBA	CLST353401
ANCH 538-401	Jews in the Greek and Roman World	WILKER, JULIA	COLLEGE HALL 311F	M 0200PM-0500PM	The history of the Jewish people in the Greek and Roman world has often been interpreted as a history dominated by conflict and hostility. Other approaches, however, have questioned these concepts as too simplistic. In this seminar, we will discuss the social, political, cultural and religious interaction between Jews and non-Jews from the Hellenistic period until the emergence of Rabbinic Judaism. Special emphasis will be laid upon questions of identity, antagonism and coexistence in the diaspora as well as in Judea. Based upon literary, documentary and archaeological sources, topics to be covered include Jewish self-definitions in a predominantly pagan world, different modes of integration, Jewish receptions of Greco-Roman culture, and perceptions of Jews by non-Jewish authors.	JWST538401		FOR PHD STUDENTS ONLY
ANCH 542-401	EMPIRES ANC NEAR EAST	FRAME, GRANT	WILLIAMS HALL 6	TR 0300PM-0430PM		AAMW543401 NELC242401 NELC542401		CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
CLST 030-301	POETRY OF VERGIL	FARRELL JR, JOSEPH	COLLEGE HALL 318	W 0100PM-0400PM	This seminar will explore the poetry of Publius Vergilius Maro, better known as Vergil (or Virgil), whom many regard as the greatest of all Roman poets and who is comparable in importance to poets such as Homer, Dante, and Milton. We will read all of Vergil's works in translation along with a selection of the most important commentary on those works from antiquity to the present day. In addition, we will study the impact of Vergil's poetry on other poets (and vice versa).			CROSS CULTURAL ANALYSIS; FRESHMAN SEMINAR; CROSS-CULTURAL ANALYSIS; FRESHMAN SEMINAR
CLST 100-401	GREEK & ROMAN MYTHOLOGY	STRUCK, PETER	STITELER HALL B6	MW 1100AM-1200PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108401	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; ARTS & LETTERS SECTOR; CROSS-CULTURAL ANALYSIS
CLST 100-402	RECITATION	GODDARD, ANNA	CLAUDIA COHEN HALL 204	R 0900AM-1000AM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108402	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-403	RECITATION	WILSON, KATHRYN	CLAUDIA COHEN HALL 203	R 0900AM-1000AM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108403	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-404	RECITATION	RENETTE, STEVE	CLAUDIA COHEN HALL 204	F 1000AM-1100AM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108404	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-405	RECITATION	MORGAN, KATHRYN	CLAUDIA COHEN HALL 337	F 1000AM-1100AM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108405	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-406	RECITATION	GODDARD, ANNA	WILLIAMS HALL 203	R 0300PM-0400PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108406	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-407	RECITATION	ZISKOWSKI, ANGELA	CLAUDIA COHEN HALL 204	R 1100AM-1200PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108407	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-408	RECITATION	WILSON, KATHRYN	CLAUDIA COHEN HALL 203	R 1100AM-1200PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108408	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-409	RECITATION	WHITBECK, CAROLINE	WILLIAMS HALL 25	R 0300PM-0400PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108409	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-410	RECITATION	RENETTE, STEVE	CLAUDIA COHEN HALL 204	F 1100AM-1200PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108410	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-411	RECITATION	MORGAN, KATHRYN	CLAUDIA COHEN HALL 203	F 1100AM-1200PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108411	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-412	RECITATION	ZISKOWSKI, ANGELA	CLAUDIA COHEN HALL 392	R 0200PM-0300PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108412	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 100-413	RECITATION	WHITBECK, CAROLINE	FISHER-BENNETT HALL 224	R 0200PM-0300PM	Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.	COML108413	Arts & Letters Sector (all classes)	SECTION ACTIVITY CO-REQUISITE REQUIRED
CLST 103-601	HIST ANCIENT PHILOSOPHY	ROSENTHAL, SAUL	CLAUDIA COHEN HALL 493	T 0630PM-0930PM	An introduction to the major philosophical thinkers and schools of ancient Greece and Rome (The Presocratics, Plato, Aristotle, Stoics, Epicureans, and Sceptics). Topics to be covered include: nature of the universe, the relation between knowledge and reality, and the nature of morality and the good life. We will also examine some of the ways in which non-philosophical writers (e.g., Homer, Hesiod, Aristophanes, and Thucydides) treat the issues discussed by the philosophers.	PHIL003601	History & Tradition Sector (all classes)	HISTORY & TRADITION SECTOR
CLST 123-401	Great Discoveries in Archaeology	TARTARON, THOMAS		TR 0130PM-0300PM	Archaeology is a young and exciting scientific discipline created around 150 years ago as a way to discover and interpret the material remains of our human past. Many archaeological sites are world-famous: Pompeii, Troy, the pyramids of Egypt, the Parthenon of Athens, the Taj Mahal, and the temple complex at Angkor Wat, to name a few. In this course, we will examine many important archaeological sites in the "Old World" of the Mediterranean, Near East, and Asia. Using a thematic and comparative approach, we will delve deeper to explore the societies that produced these wonders, and examine cultural similarities and differences across the Old World. This course is a non-technical introduction for students interested in archaeology, history, art history, anthropology, or related subjects.			CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES
CLST 242-401	RELIGION AND LITERATURE	MATTER, E	CLAIRE M. FAGIN HALL (NURSING 216	TR 0130PM-0300PM		RELS003401
CLST 243-301	Authors and Audiences of the Greek and Roman World	KER, JAMES	CLAUDIA COHEN HALL 204	TR 1200PM-0130PM	What was literature for the Greeks and the Romans? This course begins by examining ancient "literary culture": the various social practices and modes of communication through which ancient literature was produced, ranging from theories of divine inspiration to the conditions under which literature was performed, circulated, read, and transmitted. We then apply this framework to three major case-studies, reading "masterpieces" in three genres of the literary canon with a focus on their various social functions. Genres for study in spring 2015 are: (1) Lyric poetry; (2) Tragedy; (3) The Ancient Novel. Goals: This course is intended to give students a thorough familiarity with key works from the Greco-Roman literary tradition in conjunction with analysis of the sociology of literature in the ancient world. The primary objectives are critical reading, critical discussion, oral presentation, formal scholarly writing, and a greater sensitivity to sociocultural diversity in ancient Greece and Rome.
CLST 274-401	INTRO ROMAN ARCHAEOLOGY	BOWES, KIMBERLY	DAVID RITTENHOUSE LAB 3C8	TR 1030AM-1200PM	This course offers a chronological introduction to the archaeology of the Roman world from its origins as a village on the Tiber River to its eventual collapse as a world empire. It considers great monuments like the Coliseum and Nero's palace, to brothels and peasant huts. It will examine what Romans ate and how died, Roman economic systems, transportation, religion and other aspects of Roman material culture.	ARTH274401		SENIOR ASSOCIATES
CLST 296-401	CLASSICAL BACKGROUND				Ancient epics had a curious and rich afterlife in the Middle Ages. The epics of Virgil and Statius were taught in schools, read for their moral content, and revered as philosophical teaching. But their literary afterlife involved a remarkable shape-shifting into the genre romance: narratives in which erotic love, individual quests, imaginary or exotic settings, and the unpredictability of adventure replace the epic emphasis on duty, collective warfare, history (including mythic history), and the determinacy of fate. We will read Virgil's Aeneid and Statius' Thebaid, along with some ancient philosophical approaches classical epic, in order to set the stage for medieval receptions of the classical narratives. Among medieval romances of pagan antiquity, we will read two important French texts (in English translation) from the twelfth century: the Roman d'Eneas (Romance of Aeneas) and the Roman de Thebes (indirectly based on Statius' work). Then we will turn to some of the best known medieval English romances with classical themes or elements, including Chaucer's Knight's Tale and Troilus and Criseyde, and Chaucer's own quasi-epic, the House of Fame. Themes that we will consider closely will include the figure of Dido in medieval poetry and thought, and the importance of classical literary models for medieval poets. Course requirements: two medium papers and a collaborative research project with group reports and a write up of your research.
CLST 298-050	ANCIENT CITY: ART AND ARCHITECTURE							STUDY ABROAD
CLST 298-051	ANCIENT CITY: POLITICS, SOCIETY, CULTURE							STUDY ABROAD
CLST 298-052	RENAISSANCE AND BAROQUE ART HISTORY							STUDY ABROAD
CLST 301-401	THE WORLD OF LATE ANTIQ	KUTTNER, ANN	FISHER-BENNETT HALL 141	W 0200PM-0500PM	Just what is Late Antiquity? For this interdisciplinary course, it's the from the later third century within the Roman Mediterranean world up to the 8th-entury age of Charlemagne and the Islamic Arab expansion. Its territory spans the three continents ringing the Romans' Mediterranean Sea: Britain and Eurasia, North Africa and Egypt, the Near and Middle East. This period has been called an Age of Spirituality, to which the arts were critically important: those traditions include Christianity, Judaism, Islam, and many sorts of enduring paganism. To Romanists and Byzantinists, the period seems an Age of Invasions, whether by Goths and Franks in the west or the great expanding empires of the east, the Yet just as Partho-Sassanian realm based in Iran, and the early Islamic, Arab, Ummayad empire. the contending peoples sometimes intermarried and often traded with one another, their visual and material culture frequently documents cultural borrowing and exchange. The ancient Roman world had constructed national, imperial, personal identities with visual splendors and the artifacts of daily life. The Late Antique world still did. Moving around sites like its soldiers and merchants, princes and pilgrims, this course explores many sorts of objects and their economies of production and consumption -- sarcophagi and statuary, arches and coins, mosaic floors and painted halls, illustrated books and carved gems, artistry in silver and ivory and glass. We put them back in their settings: architecture and designed landscape in city and sanctuary, in tombs, houses, palaces, and country villas. We'll listen, too, to the ancient men and women who spoke about what to look at, why, and how, when they debated the status of the arts in society -- historians and religious leaders, poets and philosophers, novelists and letter-writers, and the messages written onto buildings and things. Tradition and innovation are the buzzwords of Late Antique art histories, classically symbolized by how Constantine refurbished the city of Rome, and also founded a brand new Christian Rome at the city he named for himself, Constantinople -- it became the capital of the Byzantine Romaioi until it fell to the Ottomans in the 15th century CE. Very deliberately, late Roman peoples (including invaders) repaired, recycled and emulated their inheritance of a millennium of Graeco-Roman design; the Late Antique peoples also celebrated vigorous contemporary identities by radical innovation in style, content, and production. The course will exploit the resources of the University Museum of Archaeology Anthropology; students will be encouraged to use the collections of regional museums. There will be one assigned museum field-trip outside of Philadelphia.	ARTH301401
CLST 310-401	ANC&MOD CONSTITUTION	MULHERN, JOHN	FELS CENTER SEM	MW 0200PM-0330PM	What actually was it that the Greeks were thinking of when they used the expression politeia-an expression which we often translate by 'constitution' but which might be translated also by 'citizenship', 'citizen body', or 'regime'? What do their thoughts suggest, if anything, about prospects for constitutionmaking today? This course builds on contemporary scholarship to reconstruct what we may call the constitutiomaking tradition as it develops in the main ancient texts, which are read in English translations. The ancient texts are taken from Herodotus, the Pseudo-Xenophon, Diodorus Siculus, Thucydides, Xenophon, Plato, the author of the Aristotelian Athenian Constitution, Aristotle himself, Polybius, Cicero, Tacitus, and Plutarch. The course traces this ancient tradition through the Middle Ages and the Renaissance and the great thinkers of the Seventeenth Century, following linguistic and other clues that carry one up to the American colonial documents, the so-called state the debates in the Constitutional Convention; and it continues through Nineteenth Century and Twentieth Century constitutionmaking into today's constiefforts in Europe, North Africa (especially Egypt), and elsewhere. In its 2014 version, the course draws on recent work which suggests that Aristotle's Politics was written for an intended audience of people making constitutions and people making laws, either for domestic use or for colonies. The course is conducted as a group tutorial. In individual tutorials, where in is one on one, the tutor typically assigns a paper to a student each week, and the student reads it the next week and takes questions from the tutor. In a group tutorial, the professor offers a prelecture to the students in each session on the text that they will read next to help them understand its historical, literary, and political context. In the next class, the students read short papers on the text, and these papers are discussed by other students and by the professor. The professor then provides a summary lecture on the text just completed, if necessary, and a prelecture on the text set for next class. At the end of the course, the students have reconstructed the constitutionmaking tradition for themselves from the primary sources. The course is conducted as a group tutorial. In individual tutorials, where is one on one, the tutor typically assigns a paper to a student each week, and the student reads it the next week and takes questions from the tutor. In a group tutorial, the professor offers a prelecture to the students in each session on the text that they will read next to help them understand its historical, literary, and political context. In the next class, the students read short papers on the text, and these papers are discussed by other students and by the professor. The professor then provides a summary lecture on the text just completed, if necessary, and a prelecture on the set for the next class. At the end of the course, the students have reconstructed the constitutionmaking tradition for themselves from the primary sources. This course became a BFS course in Spring 2003.	GAFL510401		BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR
CLST 329-401	The Heart of a Liberal Education	HALL, ANNE	FISHER-BENNETT HALL 25	TR 1030AM-1200PM	This advanced seminar will examine the classical backgrounds to English poetry, in particular the Biblical and Greco-Roman antecedents to Renaissance lyric verse and verse drama (such as, preeminently, Shakespeare). Different versions of this course will have different emphases on Biblical or Hellenist backgrounds. Spring 2013 Topic: A study of Ovid's Metamorphoses alongside poetry about its myths, from the well-known tale of Persephone, Demeter and Hades to the story of Semele, mother of Dionysus, who died while conceiving the god of revelry. We'll read poems by Rita Dove, H.D., W.B. Yeats, William Carlos Williams, and a whole host of other 20th and 21st century poets. Students will write a critical essay along with creative writing exercises in which they rewrite the myths themselves, placing them in contemporary contexts or identifying the contexts in which they're already playing themselves out. No creative writing experience needed at all. The course will also include films (Orfeu Negro and Orphee) and a trip to the Philadelphia Museum of Art.	ENGL329401		BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR
CLST 331-301	ILIAD IN TIME OF WAR	STRUCK, PETER	CLAUDIA COHEN HALL 493	T 0130PM-0430PM	Homer's Iliad presents a dark and difficult vision of the world, but one that nonetheless inspires. Casual cruelty, divine caprice, and savage violence test heroes and lesser people and provoke a reckoning with the stark realities of both human vulnerability and capability. It inspires a kind of terror, but still also somehow provides a kind of comfort, albeit one whose character seems almost beyond comprehension. By a close and careful reading of Homer's text, along with some reflections and readings drawn from more contemporary wars, including the current ones, we will try to examine these issues with one eye on the past and one on the present. Our goal will be to achieve some further understanding of war and human experience.			BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR
CLST 353-401	RHETORIC & THE COMMUNITY	MCINERNEY, JEREMY	CLAUDIA COHEN HALL 204	TR 0300PM-0430PM	Rhetoric and the Community is a class designed to improve the quality of students' speaking abilities. Through debates, impromptu speeches and various other types of oral reports, students will develop their skills as speakers. The emphasis here is on practical advice, constant positive criticism and an active exploration of the art of oratory. We will emphasize the role of effective oral communication in contributing to a higher level of engagement and discourse in the community. This class will particularly help those planning careers in advocacy, public service, teaching and other areas where confident, thoughtful, and articulate communication are important.	ANCH353401		PERMISSION NEEDED FROM INSTRUCTOR
CLST 366-401	ARCHAEOLOGY & SCIENCE	BOILEAU, MARIE-CLAUDE	CLAUDIA COHEN HALL 392	MW 1000AM-1130AM	This course introduces the students to the exciting discipline of science-based archaeology which applies analytical techniques derived from the physical, biological and earth sciences to the in-depth study of archaeological remains. The course combines lectures and hands-on laboratory sessions by the instructor and guest speakers on a range of topics including technology, climate, chronology, diet, environment, and exchange patterns. Using case-studies, particular attention will be paid on materials such as ceramic, metal and stone as well as human, animal and plant remains. As an outcome, students will have a clear understanding of the potential and limitations of a range of analytical techniques. Students will also be able to develop an analytic methodology to address specific archaeological questions.	ANTH366401		PERMISSION NEEDED FROM INSTRUCTOR
CLST 396-401	HIST LITERARY CRITICISM: LIT THEORY ANC TO MOD	COPELAND, RITA	FISHER-BENNETT HALL 323	MW 0200PM-0330PM	This is a course on the history of literary theory, a survey of major debates about literature, poetics, and ideas about what literary texts should do, from ancient Greece to examples of modern European thought. The first half of the course will focus on early periods: Greek and Roman antiquity, especially Plato and Aristotle; the medieval period (including St. Augustine, Dante, and Boccaccio), and the early modern period ( such as Philip Sidney and Giambattista Vico). We'll move into modern and 20th century by looking at the literary (or "art") theories of some major philosophers, artists, and poetsKant, Hegel, Shelley, Marx, the painter William Morris, Freud, and the critic Walter Benjamin. We'll end with a look at Foucault's work. The point of this course is to consider closely the Western European tradition which generated questions that are still with us, such as: what is the "aesthetic"; what is "imitation" or mimesis; how are we to know an author's intention; and under what circumstances should literary texts ever be censored. During the semester there will be four short writing assignments in the form of analytical essays (3 pages each), and students can use these small assignments to build into a long writing assignment on a single text or group of texts at the end of the term. Most of our readings will come from a published anthology of literary criticism and theory; a few readings will be on Canvas.	COML383401 ENGL394401		BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR
CLST 402-601	POST BACC INDIVID: GREEK	DI LEO, PAOLO	DAVID RITTENHOUSE LAB 4C2	MW 0300PM-0430PM	Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required.
CLST 403-601	POST BACC INDIVID: LATIN	NISHIMURA-JENSEN, JULIE	FISHER-BENNETT HALL 231	MWF 1100AM-1200PM	Advanced study in Latin for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required.
CLST 427-401	ROMAN SCULPTURE	KUTTNER, ANN	JAFFE BUILDING B17	TR 1030AM-1200PM	Survey of the Republican origins and Imperial development of Roman sculpture--free-standing, relief, and architectural--from ca. 150 BC to 350 AD. We concentrate on sculpture in the capital city and on court and state arts, emphasizing commemorative public sculpture and Roman habits of decorative display. Key themes are the depiction of time and space, programmatic decoration, and the vocabulary of political art.	AAMW427401 ARTH427401		SENIOR ASSOCIATES
CLST 521-401	PROSEM IN CLASSICAL ART: GREEK VASE PAINTING	BROWNLEE, ANN	JAFFE BUILDING 104	M 0200PM-0400PM	Topic Varies. Please check website for more details.	AAMW521401 ARTH521401		CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
CLST 526-401	MAT & METHODS MED ARCH	TARTARON, THOMAS	UNIVERSITY MUSEUM 352B	F 0130PM-0330PM	This course is intended to familiarize new graduate students with the collections of the University of Pennsylvania Museum of Archaeology and Anthropology and the wide range of scholarly interests and approaches used by faculty at Penn and neighboring institutions, as well as to provide an introduction to archaeological methods and theory in a Mediterranean context. Each week, invited lecturers will address the class on different aspects of archaeological methodology in their own research, emphasizing specific themes that will be highlighted in readings and subsequent discussion. The course is divided into five sections: Introduction to the Mediterranean Section; Collections; Method and Theory in Mediterranean Archaeology; Museum Work; and Ethics. The course is designed for new AAMW graduate students, though other graduate students or advanced undergraduate students may participate with the permission of the instructor.	AAMW526401 ARTH526401		CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO
CLST 528-401	PROSEMINAR:GREEK & ROMAN	HASELBERGER, LOTHAR	JAFFE BUILDING 104	R 0430PM-0630PM	Spring 2013 Topic: Three gigantic Roman-Imperial building complexes in Rome and in Spalato - the Forum of Trajan (110s AD) and the baths of Diocletian and his palace (ca. 300 AD) - will provide the material basis of this proseminar. Its overarching goal consists in developing the skills and methods to analyze and document Roman architecture and its elements, drawing on published 18th-21st c. evidence as well as on practical studies in formal analysis and docu-mentation techniques. This course will be held in collaboration with Prof. John Hinchman, Penn Design, Graduate Program in Historic Preservation. It is geared toward students of architectural history, archaeology, art history, and the Classics. An on-site visit of the three architectural complexes in Rome and in Spalato/Split (Croa-tia) during spring break 2013 will be part of this proseminar, which is open to graduates and undergraduates. Permission required.Enrollement in HSPV 601 (Recording and Site Analysis: Tu 6-8 pm, Th 1:30-4:30 pm) will be mandatory for all participants. A first formal meeting of all participants will take place in mid-December 2012.	AAMW528401 ARTH528401
CLST 616-301	ANCIENT ECONOMIES	BOWES, KIMBERLY GREY, CAMPBELL	UNIVERSITY MUSEUM 330	R 0100PM-0400PM	Scholars have long debated the nature of the ancient economy, the terms in which it can best be approached, and the decision-making processes that underpinned economic behavior in antiquity. In particular, controversy has surrounded the extent to which the economies of Greco-Roman antiquity can be modeled using contemporary tools of analysis. In recent scholarship, many of the tenets laid down by Moses Finley in his The Ancient Economy have been re-evaluated, with the result that the field is currently in a state of intellectual ferment. It is the purpose of this course to explore the terms in which contemporary debates over ancient economic systems are formulated, with reference to a variety of societies and periods, from the palace economies of the Mycenaean period to the system of taxation introduced in the early fourth century by the emperor Diocletian and his colleagues in the Tetrarchy.			FOR PHD STUDENTS ONLY
CLST 698-301	PROSPECTUS WORKSHOP	WILSON, EMILY	CLAUDIA COHEN HALL 237	M 1200PM-0200PM	This class is for graduate students in Classical Studies in their Third Year, as they prepare a prospectus for their dissertation. We will try to break down the writing of the prospectus into manageable chunks, and keep writing and revising drafts throughout the semester; writing of some kind will be due every week. We will "workshop" the written work together in the class, and discuss strategies, problems, gaps, structure and methodology. The goal is to emerge, at the end of the semester, with a complete and viable plan for dissertation.			PERMISSION NEEDED FROM DEPARTMENT
GREK 018-680	INTERMED MODERN GREEK II	TSEKOURA, DIMITRA	WILLIAMS HALL 6	MW 0500PM-0700PM	Further attention to developing oral expression, reading, and writing skills for students with knowledge of Demotic Modern Greek.			ONE TERM COURSE
GREK 102-301	ELEM CLASSICAL GREEK II	NISHIMURA-JENSEN, JULIE	CLAUDIA COHEN HALL 204	MWF 0100PM-0200PM	Students complete their study of the morphology and syntax of Classical Greek. We begin the semester with continuing exercises in grammar and translation, then gradually shift emphasis to reading unadapted Greek texts.			LANGUAGE SKILLS COURSE
GREK 115-680	GREEK/HERITAGE SPKRS II	TSEKOURA, DIMITRA	CLAIRE M. FAGIN HALL (NURSING 108	TR 0100PM-0300PM	This course is intended to help Heritage Speakers or student with prior knowledge of conversational modern Greek (or even Ancient Greek) to refresh or enrich their knowledge of modern Greek and who would not be a good fit for the elementary or intermediate classes. A theme based textbook and instructions along with a comprehensive overview of grammar as a whole is presented while original text, songs, video and other media are used in order to augment vocabulary and increase fluency in modern Greek. Students are expected to properly use the language, do theme-based research on the themes examined and provide written work on various subjects and make conversation in class. Presentations on researched topics account for final exam.			LANGUAGE SKILLS COURSE
GREK 204-301	INTERMED GREEK: POETRY	WAHLBERG, SARAH	FISHER-BENNETT HALL 322	MWF 0100PM-0200PM	This course is an introduction to reading Greek poetry, with an emphasis on the characteristics that differentiate the grammar, diction, and sentence structure of poetry from that of prose. The readings are primarily from Homer.			LANGUAGE SKILLS COURSE; ONE TERM COURSE
GREK 302-301	ATTIC ORATORS	MCINERNEY, JEREMY	CLAUDIA COHEN HALL 392	TR 1200PM-0130PM	This class on Attic oratory concentrates on Demosthenes' masterpiece On the Crown. Delivered in 330 BC towards the end of Demosthenes' career the speech has long been used as a valuable source of information on social, religious and political history, but it is also a pleasure to read for its clarity and vigour.			PRIOR LANGUAGE EXPERIENCE REQUIRED
GREK 430-301	GREEK PROSE COMPOSITION	KER, JAMES	WILLIAMS HALL 319	W 0200PM-0500PM	This course will look intensively at the structure and characteristics of Greek prose, mainly through composition, but also through translation and reading of selected texts			UNDERGRADUATES NEED PERMISSION
GREK 600-301	GRADUATE SEMINAR	WILSON, EMILY		TBA TBA-	Topics will vary Fall 2014 topic: Through close reading of selected books of the Iliad, we will consider the range of approaches, from oral poetics to post-classical reception, that inform current interpretations of the Homeric epics.
GREK 602-301	Aristophanes and Old Comedy	ROSEN, RALPH	CLAUDIA COHEN HALL 237	F 0100PM-0400PM	Topics will vary
LATN 102-301	ELEMENTARY LATIN II	SPIELBERG, LYDIA	CLAUDIA COHEN HALL 237 CLAUDIA COHEN HALL 237	MWF 1000AM-1100AM T 1030AM-1130AM	Prerequisite(s): LATN 101 or equivalent. Completes the introduction to the Latin language begun in 101. By the end of the course students will have a complete working knowledge of Latin grammar, a growing vocabulary, and experience in reading Julius Caesar's account of the invasion of Britain.			LANGUAGE SKILLS COURSE
LATN 102-302	ELEMENTARY LATIN II	ULRICH, JEFFREY	CLAUDIA COHEN HALL 237 CLAUDIA COHEN HALL 204	MWF 1100AM-1200PM T 1030AM-1130AM	Prerequisite(s): LATN 101 or equivalent. Completes the introduction to the Latin language begun in 101. By the end of the course students will have a complete working knowledge of Latin grammar, a growing vocabulary, and experience in reading Julius Caesar's account of the invasion of Britain.			LANGUAGE SKILLS COURSE
LATN 102-601	ELEMENTARY LATIN II	MAKINS, MARIAN	FISHER-BENNETT HALL 16	TR 0630PM-0815PM	Prerequisite(s): LATN 101 or equivalent. Completes the introduction to the Latin language begun in 101. By the end of the course students will have a complete working knowledge of Latin grammar, a growing vocabulary, and experience in reading Julius Caesar's account of the invasion of Britain.			LANGUAGE SKILLS COURSE
LATN 203-050	INTERMED LATIN: PROSE: INTERMEDIATE LATIN				Prerequisite(s): LATN 102 or equivalent (such as placement score of 550). Introduction to continuous reading of unadapted works by Latin authors in prose(e.g., Cornelius Nepos, Cicero, Pliny), in combination with a thorough review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style of the selected authors, will be able to tackle previously unseen passages by them, and will be able to discuss questions of language and interpretation.			STUDY ABROAD
LATN 204-301	INTERMED LATIN: POETRY	ELOMAA, HEATHER	CLAUDIA COHEN HALL 203	MWF 1000AM-1100AM	Prerequisite(s): LATN 203 or equivalent (such as placement score of 600). Continuous reading of several Latin authors in poetry (e.g., Ovid, Virgil, Horace) as well as some more complex prose, in combination with ongoing review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style and style of the selected authors, will be able to tackle previously unseen unseen passages by them, and will be able to discuss language and interpretation. Note: Completion of Latin 204 with C- or higher fulfills Penn's Foreign Language Requirement.			LANGUAGE SKILLS COURSE; ONE TERM COURSE
LATN 204-302	INTERMED LATIN: POETRY	LUCCI, JOSEPH	CLAUDIA COHEN HALL 493	MWF 1100AM-1200PM	Prerequisite(s): LATN 203 or equivalent (such as placement score of 600). Continuous reading of several Latin authors in poetry (e.g., Ovid, Virgil, Horace) as well as some more complex prose, in combination with ongoing review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style and style of the selected authors, will be able to tackle previously unseen unseen passages by them, and will be able to discuss language and interpretation. Note: Completion of Latin 204 with C- or higher fulfills Penn's Foreign Language Requirement.			LANGUAGE SKILLS COURSE; ONE TERM COURSE
LATN 204-601	INTERMED LATIN: POETRY	URBAN, DAVID	CLAUDIA COHEN HALL 204	MW 0430PM-0600PM	Prerequisite(s): LATN 203 or equivalent (such as placement score of 600). Continuous reading of several Latin authors in poetry (e.g., Ovid, Virgil, Horace) as well as some more complex prose, in combination with ongoing review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style and style of the selected authors, will be able to tackle previously unseen unseen passages by them, and will be able to discuss language and interpretation. Note: Completion of Latin 204 with C- or higher fulfills Penn's Foreign Language Requirement.			LANGUAGE SKILLS COURSE; ONE TERM COURSE
LATN 309-301	TOPICS: LATIN LITERATURE: TOPICS: LATIN LITERATURE	WAHLBERG, SARAH	CLAUDIA COHEN HALL 204	MW 0200PM-0330PM	This course is for those who have completed Latin 204, Latin 212, or equivalent (such as placement score of 650, or AP score of 4 or 5). Close reading and discussion of a Latin author or a particular genre of latin literature. Topics will vary each semester, and the course may be repeated for credit. Topic for Fall 2014: Selected readings in Latin and English from Ovid's Metamorphoses, Petronius' Satyricon, Apuleius' Metamorphoses, and Augustine's Confessions. These works all focus on the theme of transformation or conversion, whether physical, spiritual, or both. We will consider the roles and representations of conversion in each work as well as the authors' vastly different styles of writing. Assignments will include an oral presentation, analysis, midterm, paper, and final exam
LATN 540-001	ADVANCED PROSE SURVEY	DAMON, CYNTHIA	JAFFE BUILDING B17 JAFFE BUILDING 113	T 0200PM-0330PM R 1030AM-1200PM	What do we need to read texts in Latin? In these courses we read just one prose text and one poetic text, or a very limited number of texts and passages, with a focus on language and formal analysis (such as diction, grammar, stylistics, metrics, rhetoric, textual criticism). A range of exercises will be used to develop this, including composition, lexical studies, recitation, memorization, exegesis, written close-readings, and sight-translation.			UNDERGRADUATES NEED PERMISSION
LATN 600-301	GRADUATE SEMINAR	DAMON, CYNTHIA		TBA TBA-	Topics will vary Fall 2014 topic: This course will explore Suetonius' 'Lives of the Caesars' together with the anonymous late antique text commonly referred to as the 'Scriptores Historiae Augustae'. It will examine both the genre of imperial biography as it is manifested in these two texts and the possibilities they offer for the reconstruction of political, cultural, and social histories of the periods in question.