Department of Classical StudiesCourses for Spring 2013
| Title | Instructor | Location | Time | All taxonomy terms | Description | Section Description | Cross Listings | Fulfills | Registration Notes | Syllabus | Syllabus URL | Course Syllabus URL | ||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ANCH 027-401 | ANCIENT ROME | WILKER, JULIA | 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. |
|
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 | CONDELL, MORGAN | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-403 | RECITATION | CONDELL, MORGAN | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-404 | RECITATION | NOCERA, DAIRA | FISHER-BENNETT HALL 323 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-405 | RECITATION | FABIAN, LAURA | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-407 | RECITATION | RENETTE, STEVE | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-408 | RECITATION | SPIELBERG, LYDIA | WILLIAMS HALL 3 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-409 | RECITATION | WU, CHING | DAVID RITTENHOUSE LAB 4N30 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-410 | RECITATION | SPIELBERG, LYDIA | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-411 | RECITATION | FABIAN, LAURA | FISHER-BENNETT HALL 322 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-412 | RECITATION | WU, CHING | 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 | NOCERA, DAIRA | FISHER-BENNETT HALL 224 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| ANCH 027-415 | RECITATION | RENETTE, STEVE | CLAUDIA COHEN HALL 493 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| ANCH 046-401 | MYTHS & RELIG ANC WORLD | FRAME, GRANT | DAVID RITTENHOUSE LAB A7 | MW 0330PM-0500PM | This course will survey the religions of the ancient Middle East, situating each in its historical and socio-cultural context and focusing on the key issues of concern to humanity: creation, birth, the place of humans in the order of the universe, death, and destruction. The course will cover not only the better-known cultures from the area, such as Egypt and Mesopotamia, but also some lesser-known traditions, such as those of the Hurrians, or of the ancient Mediterranean town of Ugarit. Religion will not be viewed merely as a separate, sealed-off element of the ancient societies, but rather as an element in various cultural contexts, for example, the relationship between religion and magic and the role of religion in politics will be recurring topics in the survey. Background readings for the lectures will be drawn not only from the modern scholarly literature, but also from the words of the ancients themselves in the form of their myths, rituals, and liturgies. |
|
History & Tradition Sector (all classes) | HISTORY & TRADITION SECTOR | ||||||
| ANCH 118-401 | WONDERS OF ANCIENT WORLD | By using as its focus the famous Seven Wonders of the World, in addition to study of similar wonders which did not make this canonical list, the course will provide an overview of the history and civilizations of the ancient Near East and Greece through the Hellenistic Period (ca. 3000-200 BC). The course will explore the ancient civilizations that created the Seven Wonders: Egypt (The Great Pyramids and the Lighthouse of Alexandria), Mesopotamia (the Hanging Gardens of Babylon), and Greece (the Temple of Artemis at Ephesus, the Mausoleum of Halicarnassus, the Colossus of Rhodes, and the Statue of Zeus at Olympia). In addition, the course will examine several ancient wonders that did not make the famous list. The additional wonders include the ziggurat of Ur, the labyrinthine palace of Minos at Knossos, the tomb of King Tutankhamen, the citadel of Homeric Troy, Solomon's temple in Jerusalem, Sennacherib's palace at Nineveh, and Darius the Great's royal center at Persepolis. |
|
|||||||||||
| ANCH 118-601 | WONDERS OF ANCIENT WORLD | CLINTON, MIRIAM | MEYERSON HALL B5 | W 0500PM-0800PM | By using as its focus the famous Seven Wonders of the World, in addition to study of similar wonders which did not make this canonical list, the course will provide an overview of the history and civilizations of the ancient Near East and Greece through the Hellenistic Period (ca. 3000-200 BC). The course will explore the ancient civilizations that created the Seven Wonders: Egypt (The Great Pyramids and the Lighthouse of Alexandria), Mesopotamia (the Hanging Gardens of Babylon), and Greece (the Temple of Artemis at Ephesus, the Mausoleum of Halicarnassus, the Colossus of Rhodes, and the Statue of Zeus at Olympia). In addition, the course will examine several ancient wonders that did not make the famous list. The additional wonders include the ziggurat of Ur, the labyrinthine palace of Minos at Knossos, the tomb of King Tutankhamen, the citadel of Homeric Troy, Solomon's temple in Jerusalem, Sennacherib's palace at Nineveh, and Darius the Great's royal center at Persepolis. |
|
||||||||
| ANCH 219-601 | GRT BTLS ANCH WRLD | MEIBERG, LINDA | UNIVERSITY MUSEUM 328 | W 0500PM-0800PM | Ancient battles have offered great source material for Hollywood movies, such as Gladiator and Troy, the result being the aggrandizement and glamorization of warfare in antiquity. But what were ancient battles really like? What weapons and tactics were used? What innovations and developments in ancient warfare changed the playing field? And who were the leading characters on the battlefield that lead their armies to victory? Through a survey of some of the great battles of the Ancient Near East (Egypt, Israel, Assyria) and the Classical World (Greece, Macedonia, Rome), this course will lead you to explore issues such as the historical context of ancient warfare, how different aspects of warfare evolve over time, and the role and effects of war in ancient society, on soldier and citizen alike. Each week we will tackle some of the most notable battles fought in the Mediterranean region from the Bronze Age to the first century CE, including the campaign of the Egyptian pharaoh Thutmosis III against Megiddo, Homer's Trojan War, the Athenian/Persian naval battle at Salamis, and the Roman army's siege of Masada. We will discuss ancient attitudes toward war and violence, the technical aspects of armor, weaponry, and tactics, and the strategy of individual battles and wars. Additionally, we will debate the validity of the ancient literary sources and the archaeological evidence that provide information about war and warfare in antiquity, and we will review the problems associated with the use of this evidence. Additional topics of inquiry include the role of animals in war, depictions of war in ancient art, and the portrayal of warfare in Hollywood. |
|
||||||||
| ANCH 312-401 | WRTG HIST IN GREECE&ROME | DAMON, CYNTHIA | CLAUDIA COHEN HALL 392 | TR 1030AM-1200PM | What constituted history in ancient Greece and Rome? What claims to knowledge claims to knowledge did history make, and how did these differ from other forms of knowledge? How did historians envision their task, and how did they go about performing it? We will read the works of the major Greek and Roman historians in translation in an attempt to answer those questions. Other issues to consider include the origins and development of historical writing, the place of history within the ancient literary tradition, and the similarities and differences between the ancient and modern practice of history. |
|
CROSS CULTURAL ANALYSIS; BENJAMIN FRANKLIN SEMINARS; CROSS-CULTURAL ANALYSIS; BENJAMIN FRANKLIN SEMINAR | |||||||
| ANCH 535-401 | PROBLEMS GREK/RMN HIST | WILKER, JULIA | COLLEGE HALL 311A | M 0200PM-0500PM | 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. |
|
||||||||
| CLST 027-401 | ANCIENT ROME | WILKER, JULIA | 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. |
|
History & Tradition Sector (all classes) | CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES | ||||||
| CLST 027-402 | RECITATION | CONDELL, MORGAN | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-403 | RECITATION | CONDELL, MORGAN | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-404 | RECITATION | NOCERA, DAIRA | FISHER-BENNETT HALL 323 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-405 | RECITATION | FABIAN, LAURA | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-407 | RECITATION | RENETTE, STEVE | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-408 | RECITATION | SPIELBERG, LYDIA | WILLIAMS HALL 3 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-409 | RECITATION | WU, CHING | DAVID RITTENHOUSE LAB 4N30 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-410 | RECITATION | SPIELBERG, LYDIA | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-411 | RECITATION | FABIAN, LAURA | FISHER-BENNETT HALL 322 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-412 | RECITATION | WU, CHING | 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 | ||||||
| CLST 027-414 | RECITATION | NOCERA, DAIRA | FISHER-BENNETT HALL 224 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 027-415 | RECITATION | RENETTE, STEVE | CLAUDIA COHEN HALL 493 | 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. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-050 | CLASSICAL MYTHOLOGY | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; ARTS & LETTERS SECTOR; STUDY ABROAD | |||||||||
| 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; ARTS & LETTERS SECTOR; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 100-402 | RECITATION | TANAKA, KURTIS | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-403 | RECITATION | SITZ, ANNA | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-404 | RECITATION | LUCCI, JOSEPH | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-405 | RECITATION | STEPHENS, LUCAS | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-406 | RECITATION | CHURCHILL, ELIZABETH | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-407 | RECITATION | TANAKA, KURTIS | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-408 | RECITATION | STEPHENS, LUCAS | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-409 | RECITATION | ULRICH, JEFFREY | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-410 | RECITATION | LUCCI, JOSEPH | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-411 | RECITATION | SITZ, ANNA | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-412 | RECITATION | CHURCHILL, ELIZABETH | WILLIAMS HALL 316 | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-413 | RECITATION | ULRICH, JEFFREY | EDUCATION BUILDING 121 | 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. |
|
Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 103-601 | HIST ANCIENT PHILOSOPHY | ROSENTHAL, SAUL | CLAUDIA COHEN HALL 392 | R 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. |
|
History & Tradition Sector (all classes) | HISTORY & TRADITION SECTOR | ||||||
| CLST 123-401 | GREAT DISCOV ARCHAEOLOGY | TARTARON, THOMAS | CLAIRE M. FAGIN HALL (NURSING 214 | TR 1030AM-1200PM | 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 | |||||||
| CLST 185-401 | ANCIENT POLITICAL THOUGHT | KENNEDY, ELLEN | STITELER HALL B21 | MW 0200PM-0300PM | The way in which the Greeks understood and expressed their political institutions, activites, and challenges has deeply impressed our own conception of politics. This course will trace the history of this ancient heritage from its inception to today, first through a close analysis of key texts from Thucydides, Plato, Aristotle, and Polybius, and then by considering several important moments in the reception of the Greek political tradition, from the Renaissance and American Revolution to the crisis of modernity and the Neo-Conservative Movement. We evaluate the realtionship between distant and recent past as well as the influence of both on our own day. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; HISTORY & TRADITION SECTOR; SENIOR ASSOCIATES | ||||||
| CLST 185-402 | ANCIENT POLITICAL THOUGH | KIM, JUMAN | WILLIAMS HALL 320 | W 0300PM-0400PM | The way in which the Greeks understood and expressed their political institutions, activites, and challenges has deeply impressed our own conception of politics. This course will trace the history of this ancient heritage from its inception to today, first through a close analysis of key texts from Thucydides, Plato, Aristotle, and Polybius, and then by considering several important moments in the reception of the Greek political tradition, from the Renaissance and American Revolution to the crisis of modernity and the Neo-Conservative Movement. We evaluate the realtionship between distant and recent past as well as the influence of both on our own day. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 185-403 | ANCIENT POLITICAL THOUGH | JURLANDO, MICHAEL | PSYCHOLOGY LAB B50 | F 1000AM-1100AM | The way in which the Greeks understood and expressed their political institutions, activites, and challenges has deeply impressed our own conception of politics. This course will trace the history of this ancient heritage from its inception to today, first through a close analysis of key texts from Thucydides, Plato, Aristotle, and Polybius, and then by considering several important moments in the reception of the Greek political tradition, from the Renaissance and American Revolution to the crisis of modernity and the Neo-Conservative Movement. We evaluate the realtionship between distant and recent past as well as the influence of both on our own day. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 185-404 | ANCIENT POLITICAL THOUGH | KIM, JUMAN | WILLIAMS HALL 24 | F 1100AM-1200PM | The way in which the Greeks understood and expressed their political institutions, activites, and challenges has deeply impressed our own conception of politics. This course will trace the history of this ancient heritage from its inception to today, first through a close analysis of key texts from Thucydides, Plato, Aristotle, and Polybius, and then by considering several important moments in the reception of the Greek political tradition, from the Renaissance and American Revolution to the crisis of modernity and the Neo-Conservative Movement. We evaluate the realtionship between distant and recent past as well as the influence of both on our own day. |
|
History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 218-301 | AUGUSTAN CULTRL REVOL | FARRELL JR, JOSEPH | FISHER-BENNETT HALL 201 | TR 1200PM-0130PM | The principate of Augustus is one of history's most decisive turning points, in that it brought about the transformation of the Roman Republic into an Empire. This political revolution depended on a cultural one, and Augustus used literary and artistic production not just as media of communication for the dissemination of favorable propaganda, but as a means of refashioning Roman culture. The result was that fundamental changes were made to seem natural and inevitable even as almost every aspect of political, social, and cultural life were decisively transformed. This course examines the phenomenon by considering closely the history and the literary and artistic production of the period. |
|
||||||||
| CLST 219-601 | GRT BTLS ANCH WRLD | MEIBERG, LINDA | UNIVERSITY MUSEUM 328 | W 0500PM-0800PM | Ancient battles have offered great source material for Hollywood movies, such as Gladiator and Troy, the result being the aggrandizement and glamorization of warfare in antiquity. But what were ancient battles really like? What weapons and tactics were used? What innovations and developments in ancient warfare changed the playing field? And who were the leading characters on the battlefield that lead their armies to victory? Through a survey of some of the great battles of the Ancient Near East (Egypt, Israel, Assyria) and the Classical World (Greece, Macedonia, Rome), this course will lead you to explore issues such as the historical context of ancient warfare, how different aspects of warfare evolve over time, and the role and effects of war in ancient society, on soldier and citizen alike. Each week we will tackle some of the most notable battles fought in the Mediterranean region from the Bronze Age to the first century CE, includinghe campaign of the Egyptian pharaoh Thutmosis III against Megiddo, Homer's Trojan War, the Athenian/Persian naval battle at Salamis, and the Roman army's siege of Masada. We will discuss ancient attitudes toward war and violence, theechnical aspects of armor, weaponry, and tactics, and the strategy of individual battles and wars. Additionally, we will debate the validity of the ancient literary sources and the archaeological evidence that provide information about war and warfare in antiquity, and we will review the problemsassociated with the use of this evidence. Additional topics of inquiry include the role of animals in war, depictions of war in ancient art, and the portrayal of warfare in Hollywood. |
|
||||||||
| CLST 257-401 | RELIGION AND THE POLIS | MCINERNEY, JEREMY | CLAUDIA COHEN HALL 204 | TR 0130PM-0300PM |
|
|||||||||
| CLST 298-050 | ANCIENT CITY: ART AND ARCHITECTURE |
|
STUDY ABROAD | |||||||||||
| CLST 298-051 | ANCIENT CITY: POLITICS, SOCIETY, CULTURE |
|
STUDY ABROAD | |||||||||||
| CLST 298-052 | RENAISSANCE/BAROQUE ART HISTORY |
|
STUDY ABROAD | |||||||||||
| CLST 298-053 | HELLENISTIC ART FROM ALEXANDER THE GREAT TO AUGUSTUS |
|
STUDY ABROAD | |||||||||||
| CLST 298-054 | ANCIENT CITY |
|
STUDY ABROAD | |||||||||||
| CLST 302-401 | ODYSSEY AND ITS AFTRLIFE | MURNAGHAN, SHEILA | MOORE BUILDING 212 | TR 0130PM-0300PM | As an epic account of wandering, survival, and homecoming, Homer's Odyssey has been a constant source of themes and images with which to define and redefine the nature of heroism, the sources of identity, and the challenge of finding a place in the world. This course will begin with a close reading of the Odyssey in translation, with particular attention to Odysseus as a post-Trojan War hero; to the roles of women, especially Odysseus' faithful and brilliant wife Penelope; and to the uses of poetry and story-telling in creating individual and cultural identities. We will then consider how later authors have drawn on these perspectives to construct their own visions, reading works, or parts of works, by such authors as Virgil, Dante, Tennyson, Joyce, Derek Walcott, and Margaret Atwood. |
|
||||||||
| CLST 310-401 | ANC&MOD CONSTITUTION | MULHERN, JOHN | FELS CENTER SWEEN | 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. |
|
BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR | |||||||
| CLST 312-401 | WRTG HIST IN GREECE&ROME | DAMON, CYNTHIA | CLAUDIA COHEN HALL 392 | TR 1030AM-1200PM | What constituted history in ancient Greece and Rome? What claims to knowledge did history make, and how did these differ from other forms of knowledge? How did historians envision their task, and how did they go about performing it? We will read the works of the major Greek and Roman historians in translation in an attempt to answer those questions. Other issues to consider include the origins and development of historical writing, the place of history within the ancient literary tradition, and the similarities and differences between the ancient and modern practice of history. |
|
CROSS CULTURAL ANALYSIS; BENJAMIN FRANKLIN SEMINARS; CROSS-CULTURAL ANALYSIS; BENJAMIN FRANKLIN SEMINAR | |||||||
| CLST 329-401 | GREEK MYTHOLOGY IN CONTEMPORARY POETRY | SILVERMAN, TAIJE | FISHER-BENNETT HALL 201 | TR 0300PM-0430PM | 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. |
|
||||||||
| CLST 340-401 | Seafaring in the Ancient Greek World | TARTARON, THOMAS | CLAUDIA COHEN HALL 392 | TR 0130PM-0300PM | This course explores ships, seafaring, and seafarers of the ancient Greek world from the Bronze Age (Minoans and Mycenaeans) to the Age of Alexander (Hellenistic period). Sources include shipwrecks and related artifacts, artistic representations, and ancient literature. The emphasis is not so much on the technical aspects of shipbuilding and navigation as on the ways that seafaring shaped Greek history and connected the Greeks to a wider world through trade, warfare, colonization, and adventure. |
|
||||||||
| CLST 366-401 | ARCHAEOLOGY & SCIENCE | MONGE, JANET | UNIVERSITY MUSEUM 330 | TR 1200PM-0130PM | 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. |
|
||||||||
| CLST 367-401 | Etruscan Art and Archaeology | TURFA, JEAN | UNIVERSITY MUSEUM 330 | TR 0300PM-0430PM | The Etruscans, who spoke a language unlike any others known, were cast by their Greek and Roman rivals as outsiders and enemies: pirates, lovers of luxury, loose women. Today we must rely on the archaeological evidence of painted tombs, decorated Tuscan temples and massive engineering works to correct the picture. The course will survey a millennium (1st millennium BCE) of Etruscan culture through archaeological sites, shipwrecks and trading posts, works of art and everyday material culture, including the landscape and built environment, technology, seafaring and war, women's world, and the unique religion for which Etruria was famous, ending with a surprising array of examples of Etruscan heritage embraced by society from the time of Augustus to the present day. |
|
||||||||
| CLST 402-601 | POST BACC INDIVID: GREEK | MURNAGHAN, SHEILA | TOWNE BUILDING 321 | TR 1030AM-1200PM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
|
SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 402-602 | RECITATION | MOWBRAY, CARRIE | FISHER-BENNETT HALL 244 | F 1000AM-1100AM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
|
SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 403-601 | POST BACC INDIVID: LATIN | NISHIMURA-JENSEN, JULIE | CLAUDIA COHEN HALL 203 | MW 1100AM-1200PM | Advanced study in Latin for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
|
SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 403-602 | RECITATION | MOWBRAY, CARRIE | FISHER-BENNETT HALL 244 | F 1100AM-1200PM | Advanced study in Latin for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
|
SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 403-603 | RECITATION | MOWBRAY, CARRIE | CLAUDIA COHEN HALL 203 | F 1200PM-0100PM | Advanced study in Latin for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
|
SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 436-401 | HELLENISTIC PHILOSOPHY | MEYER, SUSAN | CLAUDIA COHEN HALL 493 | TR 1200PM-0130PM | Greek philosophy in the Hellenistic period (323-31 BCE) is dominated by three schools, which continue to be influential well into the era of the Roman Empire: Stoicism, Epicureanism, and Scepticism. Our focus this year will be on the Stoics, with emphasis on their natural philosophy, theology, and ethics. Significant Stoic claims we will examine include: the theory of fate, the insistence that the world is governed by divine providence, and the view that following nature is the key to living a good life, while such things as health, family, and material well-being are of no value. Sources to be read include Cicero, ON THE NATURE OF THE GODS, and ON DIVINATION; Marcus Aurelius, MEDITATIONS; Epictetus, HANDBOOK; and Seneca, ON ANGER and selected letters. All texts will be read in English translation; no knowledge of Greek or Latin will be presupposed. |
|
||||||||
| CLST 521-401 | PROSEM IN CLASSICAL ART: CLASSICAL COLLECTIONS | BROWNLEE, ANN | JAFFE BUILDING 104 | T 0300PM-0500PM | Topic Varies. Please check website for more details. |
|
CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | |||||||
| CLST 528-401 | PROSEMINAR:GREEK & ROMAN: Rome & Spalato, on-site Seminar | HASELBERGER, LOTHAR | JAFFE BUILDING 113 | T 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. |
|
||||||||
| CLST 600-301 | ANCIENT MEDICINE | Topics will vary |
|
PERMISSION NEEDED FROM DEPARTMENT | ||||||||||
| CLST 698-301 | PROSPECTUS WORKSHOP | WILSON, EMILY | CLAUDIA COHEN HALL 493 | M 0900AM-1100AM | 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 | |||||||
| CLST 710-401 | Curatorial Seminar: Gordion, Royal City of Midas | ROSE, CHARLES | UNIVERSITY MUSEUM 328 | M 0100PM-0400PM | The course will focus on the planning for and design of an exhibit on Gordion and the Phrygians that will take place at the Penn Museum in 2016. The exhibit will feature substantial loans from museums in Turkey, including the "Midas Mound" at Gordion and the "Lydian Treasure" from the area around Sardis. |
|
FOR PHD STUDENTS ONLY | |||||||
| CLST 735-401 | HISTORIOGRAPHY AND SELF-DEFINITION IN ANCIENT JUDAISM AND CHRISTIANITY | REED, ANNETTE | CLAUDIA COHEN HALL 203 | T 1000AM-0100PM | Selected topics from current research interests relating to early Judaism and early Christianity.******Spring 2013 Topic: This seminar will trace changing ideas about history in writings by and about Jews in antiquity, exploring relevant biblical, Second Temple, and rabbinic materials preserved in Hebrew and Aramaic, alongside writings in Greek by Jews, Christians, and others. Somebackground in Hebrew and/or Greek required. |
|
||||||||
| GREK 015-050 | MODERN GREEK | This course is designed for students with no prior knowledge of the modern Greek Language. Instructions are theme based and is supported by a Textbook as well as other written or audiovisual material. It provides the framework for development of all communicative skills (reading, writing, comprehension and speaking) at a basic level. The course also introduces students to aspects of Modern Greek culture that are close to students' own horizon, while it exposes them to academic presentations of Greek history, arts, and current affairs. Quizzes, finals and short individual work with presentation are the testing tools. The completion of this unit does NOT satisfy the language requirement. |
|
STUDY ABROAD | ||||||||||
| GREK 016-680 | ELEM MODERN GREEK II | TSEKOURA, DIMITRA |
WILLIAMS HALL 3 WILLIAMS HALL 438 |
M 0400PM-0600PM W 0500PM-0700PM |
Continuation of Elementary Modern Greek I, with increased emphasis on reading and writing. |
|
||||||||
| GREK 102-301 | ELEM CLASSICAL GREEK II | NISHIMURA-JENSEN, JULIE | WILLIAMS HALL 203 | 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 116-680 | GREEK/HERITAGE SPKRS II | TSEKOURA, DIMITRA | FISHER-BENNETT HALL 17 | TR 0130PM-0300PM | It is the continuation of GREK 115 with completing Grammar (passive voice as well as unusual nouns and adjectives etc.,) and adding more challenging reading and writing material. The completion of this course satisfies the language requirement. ALL students completing the HSI 115 are eligible to enroll. ALL OTHERS will have to take a placement test. |
|
||||||||
| GREK 204-301 | INTERMED GREEK: POETRY | MOWBRAY, CARRIE | PSYCHOLOGY LAB C41 | MW 0330PM-0500PM | 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 309-301 | Herodotus and Thucydides | MCINERNEY, JEREMY | CLAUDIA COHEN HALL 204 | TR 0300PM-0430PM | In this course we will read a selection of the corpus of hexameter poems known as the Homeric Hymns, familiarizing ourselves with the style and form of these poems and with their narratives about specific Olympian gods , sometimes canonical and sometimes unorthodox. We will also compare the hymns with Homer and Hesiod and with Greek lyric and tragic poetry in order to get a better sense of the overall range of Greek mythic poetry. In fall 2014, we will read a selection from the comic satirical prose writer Lucian, looking at a selection of his fantastic, proto- science fiction journeys to the moon and beyond, as well as his funny dialogues featuring gods, philosophers, dead heroes and poets. |
|
||||||||
| GREK 600-301 | GRADUATE SEMINAR: ANCIENT MEDICINE | ROSEN, RALPH | CLAUDIA COHEN HALL 203 | T 0130PM-0430PM | 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. |
|
FOR PHD STUDENTS ONLY | |||||||
| LATN 102-301 | ELEMENTARY LATIN II | HU, ALICE |
CLAUDIA COHEN HALL 237 CLAUDIA COHEN HALL 237 |
MWF 1000AM-1100AM T 1000AM-1100AM |
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 | MAHONEY, KYLE |
CLAUDIA COHEN HALL 237 WILLIAMS HALL 301 |
MWF 1100AM-1200PM T 1100AM-1200PM |
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 | JONES, ARTHUR | FISHER-BENNETT HALL 140 | 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 | 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 | PALAZZOLO, ELIZABETH | WILLIAMS HALL 220 | 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 | BECK, WILLIAM | 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 | GILLESPIE, CAITLIN | WILLIAMS HALL 203 | 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 309-050 | ADVANCED LATIN | 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 |
|
STUDY ABROAD | ||||||||||
| LATN 309-301 | TOPICS: LATIN LITERATURE: TOPICS: LATIN LITERATURE | WILSON, EMILY | DAVID RITTENHOUSE LAB 2C4 | 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 541-001 | LATIN LITERARY HISTORY | DAMON, CYNTHIA |
FISHER-BENNETT HALL 24 FISHER-BENNETT HALL 141 |
R 0130PM-0250PM F 1200PM-0120PM |
In this course we survey an extensive range of readings in a variety of authors in both prose and poetry, and consider the problems and opportunities involved in literary history. |
|
||||||||
| LATN 602-401 | GRADUATE LATIN POETRY: VERGIL | FARRELL JR, JOSEPH | DAVID RITTENHOUSE LAB 2C6 | W 0200PM-0500PM | Topics |
|