Department of Classical StudiesCourses for Spring 2014
| 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 | GREY, CAMPBELL | CLAUDIA COHEN HALL G17 | MW 1200PM-0100PM | The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order. |
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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 | TANAKA, KURTIS | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-403 | RECITATION | TANAKA, KURTIS | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-404 | RECITATION | HU, ALICE | WILLIAMS HALL 205 | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-405 | RECITATION | HU, ALICE | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-408 | RECITATION | RAMOS, ALEXANDER | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-409 | RECITATION | SANCINITO, JANE | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-410 | RECITATION | SANCINITO, JANE | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| ANCH 027-411 | RECITATION | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||||
| ANCH 027-412 | RECITATION | MEYER, EYAL | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| ANCH 027-414 | RECITATION | RAMOS, ALEXANDER | WILLIAMS HALL 741 | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| ANCH 027-415 | RECITATION | MEYER, EYAL | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| ANCH 146-401 | ANCIENT MED EMPIRES | SAGSTETTER, KELCY | DAVID RITTENHOUSE LAB 3C6 | TR 0130PM-0300PM | What constituted an empire in antiquity and how was imperialism legitimized? Which measures were used to maintain and organize imperial power? How did foreign rule affect the daily life of people all over the Mediterranean? In this course we will discuss and compare ancient empires from Achaemenid Persia to Alexander the Great and the Hellenistic kingdoms of his successors to the emergence of Rome as one of the most successful and influential empires in world history. Topics that will be discussed include ancient ideas and concepts of imperial rule, patterns of political, economic and cultural power and their interrelations as well as imperial crises and local resistance. |
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| ANCH 330-401 | HISTORY OF MACEDONIA | WILKER, JULIA | WILLIAMS HALL 29 | TR 1200PM-0130PM | In this course, we will study the rise and development of Macedonia from a tiny kingdom on the northern fringes of the Greek world to one of the major powers of the region and beyond. Regarded by the Greeks as an at least semi-barbarian culture on the periphery, Macedonia became the dominant power in the Greek world during the fourth century BC and its king Alexander the Great set out to conquer the world. After his death, Macedonia was one of the Hellenistic kingdoms competing for power and influence in the Mediterranean until it finally came under Roman control. Topics that will be discussed include questions of ethnicity and identity, Macedonian kingship, culture and society (including the role of women) and the role of Macedonian traditions in the Hellenistic era in general. Special emphasis will be laid on the discussion of ancient texts and documents as well as archaeological evidence. |
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| ANCH 535-401 | PROBLEMS GREK/RMN HIST: HELLENISTIC PERIOD | WILKER, JULIA | MEYERSON HALL B2 | T 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. |
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FOR PHD STUDENTS ONLY | |||||||
| CLST 027-401 | ANCIENT ROME | GREY, CAMPBELL | CLAUDIA COHEN HALL G17 | MW 1200PM-0100PM | The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES | ||||||
| CLST 027-402 | RECITATION | TANAKA, KURTIS | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-403 | RECITATION | TANAKA, KURTIS | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-404 | RECITATION | HU, ALICE | WILLIAMS HALL 205 | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-405 | RECITATION | HU, ALICE | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-408 | RECITATION | RAMOS, ALEXANDER | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-409 | RECITATION | SANCINITO, JANE | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-410 | RECITATION | SANCINITO, JANE | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 027-411 | RECITATION | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||||
| CLST 027-412 | RECITATION | MEYER, EYAL | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 027-414 | RECITATION | RAMOS, ALEXANDER | WILLIAMS HALL 741 | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 027-415 | RECITATION | MEYER, EYAL | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; ARTS & LETTERS SECTOR; CROSS-CULTURAL ANALYSIS | ||||||
| CLST 100-402 | RECITATION | HOLZMAN, SAMUEL | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-403 | RECITATION | BECK, WILLIAM | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-404 | RECITATION | CRAWFORD-BROWN, SOPHIE | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-405 | RECITATION | WU, CHING | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-406 | RECITATION | PALAZZOLO, 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-407 | RECITATION | HOLZMAN, SAMUEL | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-408 | RECITATION | CRAWFORD-BROWN, SOPHIE | PSYCHOLOGY LAB B50 | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-409 | RECITATION | HOWARD, ALISON | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-410 | RECITATION | WU, CHING | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-411 | RECITATION | BECK, WILLIAM | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-412 | RECITATION | PALAZZOLO, 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 100-413 | RECITATION | HOWARD, ALISON | TOWNE BUILDING 305 | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 103-601 | HIST ANCIENT PHILOSOPHY | ROSENTHAL, SAUL | DAVID RITTENHOUSE LAB 3N6 | MW 0430PM-0600PM | 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. |
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History & Tradition Sector (all classes) | HISTORY & TRADITION SECTOR | ||||||
| CLST 107-401 | ANCIENT DRAMA | GLAUTHIER, PATRICK | CLAUDIA COHEN HALL 204 | MWF 0100PM-0200PM | This course will introduce students to some of the greatest works of dramatic literature in the western canon. We will consider the social, political, religious and artistic functions of drama in ancient Greece and Rome, and discuss both differences and similarities between ancient drama and modern art forms. The course will also pursue some broader goals: to improve students skills as readers and scholarly critics of literature, both ancient and modern; to observe the implications of form for meaning, in considering, especially, the differences between dramatic and non-dramatic kinds of cultural production: to help students understand the relationship of ancient Greek and Roman culture to the modern world; and to encourage thought about some big issues, in life as well as in literature: death, heroism, society, action and meaning. |
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Arts & Letters Sector (all classes) | ARTS & LETTERS SECTOR | ||||||
| CLST 117-601 | PERICLEAN ATHENS | SAGSTETTER, KELCY | CLAUDIA COHEN HALL 237 | TR 0430PM-0600PM | Athens in the 5th century BC witnesses a cultural flowering of extraordinary power and importance for Western culture. In this class we will examine the achievements of Athens in its Golden Age, beginning with the Persian Wars, seminal events that saw the Greeks defeat the numerically superior Persians. In the generation that followed, Athens rapidly transformed the alliance of Greek states dedicated to taking the war back to Persia into an Aegean empire, dominated b y the Athenians and their fleet. At the same time, this dramatic in power and prestige was accompanied by the growth of full participatory democracy. We examine the daily working of that democracy, asking how an Athenian was trained for citizenship. What did democracy mean in practice? What did freedom and autonomy mean to a society that relied on slaves and was ruthless in its treatment of its subjects? In order to answer these questions we juxtapose the breathtaking accomplishments of the Athenians, in fields such as philosophy, tragedy, comedy, sculpture and architecture, with the exclusion of women from public life, the torture and abuse of slaves, and the execution of other Greek populations. We will follow them from the height of their power to defeat at the hands of the Spartans. The picture that emerges is a portrait of a complex people and a complicated culture. Restless, adventurous, sophisticated, crude, pious, the Athenians are a people whose culture has a special significance for us. The ties between us are not casual, but deeply meaningful. |
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| CLST 146-401 | ANCIENT MED EMPIRES | SAGSTETTER, KELCY | DAVID RITTENHOUSE LAB 3C6 | TR 0130PM-0300PM | What constituted an empire in antiquity and how was imperialism legitimized? Which measures were used to maintain and organize imperial power? How did foreign rule affect the daily life of people all over the Mediterranean? In this course we will discuss and compare ancient empires from Achaemenid Persia to Alexander the Great and the Hellenistic kingdoms of his successors to the emergence of Rome as one of the most successful and influential empires in world history. Topics that will be discussed include ancient ideas and concepts of imperial rule, patterns of political, economic and cultural power and their interrelations as well as imperial crises and local resistance. |
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| CLST 185-401 | ANCIENT POLITICAL THOUGH | NORTON, ANNE | CLAIRE M. FAGIN HALL (NURSING 216 | TR 0130PM-0230PM | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; HISTORY & TRADITION SECTOR; SENIOR ASSOCIATES | ||||||
| CLST 185-402 | ANCIENT POLITICAL THOUGH | HANLEY, DANIELLE | WILLIAMS HALL 317 | R 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 185-403 | ANCIENT POLITICAL THOUGH | HANLEY, DANIELLE | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 185-404 | ANCIENT POLITICAL THOUGH | HANLEY, DANIELLE | 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. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
| CLST 274-401 | INTRO ROMAN ARCHAEOLOGY | SURTEES, LAURA | MOORE BUILDING 212 | TR 1030AM-1200PM | This course offers a chronological introduction to the archaeology of the Roman world from its origins as a village on the Tiber River to its eventual collapse as a world empire. It considers great monuments like the Coliseum and Nero's palace, to brothels and peasant huts. It will examine what Romans ate and how died, Roman economic systems, transportation, religion and other aspects of Roman material culture. |
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| CLST 298-050 | BREAD AND CIRCUSES: ROMAN ENTERTAINMENT AND SPECTACLE |
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STUDY ABROAD | |||||||||||
| CLST 298-051 | ANCIENT CITY: ART/ARCH |
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STUDY ABROAD | |||||||||||
| CLST 298-052 | ANCIENT CITY: POL/SOC/CUL |
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STUDY ABROAD | |||||||||||
| CLST 298-053 | RENAISSANCE AND BAROQUE ART HISTORY |
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STUDY ABROAD | |||||||||||
| CLST 298-054 | THE ROMAN INTERPRETATION OF HELLENISTIC PHILOSOPHY |
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STUDY ABROAD | |||||||||||
| 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. |
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BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR | |||||||
| CLST 317-301 | TECH OF MIND GK&RMN WRLD | KER, JAMES | CLAUDIA COHEN HALL 204 | MWF 1200PM-0100PM | This course surveys the array of techniques available in Greece and Rome for the development of a person's intellectual and spiritual life. These included technical disciplines such as the art of rhetoric, philosophical doctrine, and ritual practice, as well as more informal or creative exercises such as the imitation of historical examples, memory-development, management of the household, dream-interpretation, and the art of love. The course will look in general at the concept of an art or skill ("techne", "ars") and methods of instruction (manuals, didactic poetry, regimens, etc.), and will explore specific case studies (such as Socrates, Cicero, Ovid, Quintilian, and Apuleius). |
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| CLST 329-401 | TOPICS CLASSICISM & LIT | 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. |
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| CLST 332-401 | HISTORY OF MACEDONIA | WILKER, JULIA | WILLIAMS HALL 29 | TR 1200PM-0130PM | In this course, we will study the rise and development of Macedonia from a tiny kingdom on the northern fringes of the Greek world to one of the major powers of the region and beyond. Regarded by the Greeks as an at least semi-barbarian culture on the periphery, Macedonia became the dominant power in the Greek world during the fourth century BC and its king Alexander the Great set out to conquer the world. After his death, Macedonia was one of the Hellenistic kingdoms competing for power and influence in the Mediterranean until it finally came under Roman control. Topics that will be discussed include questions of ethnicity and identity, Macedonian kingship, culture and society (including the role of women) and the role of Macedonian traditions in the Hellenistic era in general. Special emphasis will be laid on the discussion of ancient texts and documents as well as archaeological evidence. |
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| CLST 341-401 | Violence in Ancient Mediterranean Art | KUTTNER, ANN | FISHER-BENNETT HALL 140 | M 0200PM-0500PM |
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| CLST 342-401 | ATHENIAN ACROPOLIS | HASELBERGER, LOTHAR | JAFFE BUILDING 104 | T 0430PM-0730PM |
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| 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. |
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| CLST 371-401 | GREEK & ROMAN MEDICINE | ROSEN, RALPH | CHEMISTRY BUILDING 514 | TR 0130PM-0300PM | The history of Western medicine is remarkably recent; until the nineteenth century prevailing theories of the body and mind, and many therapeutic methods to combat disease, were largely informed by an elaborate system developed centuries earlier in ancient Greece, at a period when the lines between philosophy, medicine, and what we might consider magic, were much less clearly defined than they are today. This course will examine the ways in which the Greeks, and then the Romans, conceptualized the body, disease, and healing, and will compare these to medical culture of our time. We will consider sources from Hippocrates, Plato, and Aristotle to Galen and Soranus, and will juxtapose these writings with modern discourse about similar topics. We will also pay some attention to ancient pharmacology and religious healing, and will visit the Penn Museum to see their collection of ancient medical instruments. All readings will be in English and no previous background in Classical Studies is required. This course will be especially appealing (and useful) to Pre-med and Nursing students, and to students interested in the History of Science, Ancient Philosophy, and Classics. |
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PERMISSION NEEDED FROM INSTRUCTOR | |||||||
| CLST 396-401 | LIT THEORY ANC TO MODERN | COPELAND, RITA | CLAUDIA COHEN HALL 204 | MW 0200PM-0330PM | This is a course on the history of literary theory, a survey of major debates about literature, poetics, and ideas about what literary texts should do, from ancient Greece to examples of modern European thought. The first half of the course will focus on early periods: Greek and Roman antiquity, especially Plato and Aristotle; the medieval period (including St. Augustine, Dante, and Boccaccio), and the early modern period ( such as Philip Sidney and Giambattista Vico). We'll move into modern and 20th century by looking at the literary (or "art") theories of some major philosophers, artists, and poetsKant, Hegel, Shelley, Marx, the painter William Morris, Freud, and the critic Walter Benjamin. We'll end with a look at Foucault's work. The point of this course is to consider closely the Western European tradition which generated questions that are still with us, such as: what is the "aesthetic"; what is "imitation" or mimesis; how are we to know an author's intention; and under what circumstances should literary texts ever be censored. During the semester there will be four short writing assignments in the form of analytical essays (3 pages each), and students can use these small assignments to build into a long writing assignment on a single text or group of texts at the end of the term. Most of our readings will come from a published anthology of literary criticism and theory; a few readings will be on Canvas. |
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BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR | |||||||
| CLST 402-601 | POST BACC:GREEK | MURNAGHAN, SHEILA | MCNEIL BUILDING 410 | TR 0300PM-0430PM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 402-602 | RECITATION | GLAUTHIER, PATRICK | CASTER BUILDING A17 | F 1000AM-1100AM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 402-603 | RECITATION | GLAUTHIER, PATRICK | COLLEGE HALL 311A | F 1100AM-1200PM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 403-601 | POST BACC LATIN | NISHIMURA-JENSEN, JULIE | COLLEGE HALL 318 | MW 1100AM-1200PM | Advanced study in Latin for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 403-602 | RECITATION | SAGSTETTER, KELCY | WILLIAMS HALL 29 | F 1200PM-0100PM | Advanced study in Latin for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 403-603 | RECITATION | SAGSTETTER, KELCY | WILLIAMS HALL 29 | F 0100PM-0200PM | Advanced study in Latin for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
| CLST 530-401 | PRE-MODERN RHETORIC | COPELAND, RITA | VAN PELT LIBRARY 627 | T 0900AM-1200PM | This course offers an overview of the ancient, medieval, and early modern rhetorical traditions, and aims to work very broadly across cultural and textual histories. It should be useful for students in any fields working in early and later periods (including post-Renaissance) who want a grounding in the intellectual and institutional history of rhetoric, the "discourse about discourse" that was central to curricular formations, aesthetics and theories of the passions, politics, ideas of history, and ideas of canons. We will read materials from sophistic rhetoric, from Plato and Aristotle, from Cicero, Quintilian, and rhetorical theorists from late antiquity (including Augustine); we will work through medieval materials from monastic and cathedral schools to the universities, considering how Ciceronian rhetoric carries an overwhelming influence into the Middle Ages; we will consider the professional stratification of various kinds of rhetorical production and theory in the late Middle Ages and look at some crucial literary embodiments of rhetoric; we will consider religious dimensions of rhetoric and especially its uses in women's religious communities and devotional writings; we will givesome attention to the late medieval recovery of Aristotle's Rhetoric and to the continuous tension between rhetoric, philosophy, and theology. And we will look at early modern recoveries of certain ancient texts and themes(e.g. Quintilian, the sophists, political education) in terms of new capacities for analysis of stylistics, affect, and deliberative (political) oratory (and we'll give special attention to early modern English rhetorics and poetics and to continental figures such as Erasmus). We will also read some modern reflections on the theory and historiography of rhetoric, and the class is open to any combination of theoretical and historical interests. All of our readings will be accessible in English. |
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CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO; UNDERGRADUATES NEED PERMISSION | |||||||
| CLST 698-301 | PROSPECTUS WORKSHOP | KER, JAMES | CLAUDIA COHEN HALL 204 | W 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. |
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PERMISSION NEEDED FROM DEPARTMENT | |||||||
| CLST 728-401 | ROMAN ARCHITEC & TOPOG | ROSE, CHARLES | CLAUDIA COHEN HALL 203 | M 0100PM-0400PM | An intensive exploration of Rome's urban topography during the Republican and Imperial periods. Using archaeological and textual sources, including the Etruscan and Roman collections of the Penn Museum, the goal will be to reconstruct visually a limited area of one's choice. Of interest for students of classics, archaeology, art history, and architecture. Knowledge of Latin and some familiarity with Rome will be a plus, but are not required. |
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FOR PHD STUDENTS ONLY | |||||||
| GREK 018-680 | INTERMED MODERN GREEK II | TSEKOURA, DIMITRA | WILLIAMS HALL 438 | MW 0500PM-0700PM | Further attention to developing oral expression, reading, and writing skills for students with knowledge of Demotic Modern Greek. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER | |||||||
| 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. |
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LANGUAGE SKILLS COURSE | |||||||
| GREK 204-301 | INTERMED GREEK: POETRY | HAM, CHARLES | 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. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER; LANGUAGE SKILLS COURSE; ONE TERM COURSE | |||||||
| GREK 215-680 | ADV HERITAGE GREEK II | TSEKOURA, DIMITRA | WILLIAMS HALL 5 |
R 0500PM-0700PM F 1200PM-0100PM |
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| GREK 309-301 | STRUCK, PETER | WILLIAMS HALL 303 | MW 0200PM-0330PM | 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. |
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| GREK 401-401 | GREEK & ROMAN MEDICINE | ROSEN, RALPH | CHEMISTRY BUILDING 514 | TR 0130PM-0300PM | For graduate students in other departments needing individualized study in Greek literature. Spring 2013 Topic: The history of Western medicine is remarkably recent; until the nineteenth century prevailing theories of the body and mind, and many therapeutic methods to combat disease, were largely informed by an elaborate system developed centuries earlier in ancient Greece, at a period when the lines between philosophy, medicine, and what we might consider magic, were much less clearly defined than they are today. This course will examine the ways in which the Greeks, and then the Romans, conceptualized the body, disease, and healing, and will compare these to medical culture of our time. We will consider sources from Hippocrates, Plato, and Aristotle to Galen and Soranus, and will juxtapose these writings with modern discourse about similar topics. We will also pay some attention to ancient pharmacology and religious healing, and will visit the Penn Museum to see their collection of ancient medical instruments. All readings will be in English and no previous background in Classical Studies is required. This course will be especially appealing (and useful) to Pre-med and Nursing students, and to students interested in the History of Science, Ancient Philosophy, and Classics. |
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| GREK 540-301 | THE GREEK TEXT: LANGUAGE AND STYLE | ROSEN, RALPH | VAN PELT LIBRARY 402 | W 0200PM-0500PM | What do we need to read texts in ancient Greek? In this course we read just one prose text and one poetic text, or a very limited number of texts and passages, with a focus on language and formal analysis (such as diction, grammar, stylistics, metrics, rhetoric, textual criticism). A range of exercises will be used to develop these skills, including composition, lexical studies, recitation, memorization, exegesis, written close-readings, and sight-translation. |
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CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO; UNDERGRADUATES NEED PERMISSION | |||||||
| GREK 600-301 | GRADUATE SEMINAR: EURIPIDES | WILSON, EMILY | CLAUDIA COHEN HALL 237 | T 0900AM-1200PM | 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. |
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FOR PHD STUDENTS ONLY | |||||||
| LATN 102-301 | ELEMENTARY LATIN II | MARGHEIM, STEPHEN |
WILLIAMS HALL 306 WILLIAMS HALL 301 |
MWF 1000AM-1100AM R 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. |
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LANGUAGE SKILLS COURSE | |||||||
| LATN 102-302 | ELEMENTARY LATIN II | BAGCHI, NITI |
WILLIAMS HALL 438 WILLIAMS HALL 5 |
MWF 1100AM-1200PM R 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. |
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LANGUAGE SKILLS COURSE | |||||||
| LATN 102-601 | ELEMENTARY LATIN II | FABIAN, LAURA | 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. |
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LANGUAGE SKILLS COURSE | |||||||
| LATN 204-050 | INTERMEDIATE LATIN | 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. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER; STUDY ABROAD | ||||||||||
| LATN 204-301 | INTERMED LATIN: POETRY | STEPHENS, LUCAS | 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. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER; LANGUAGE SKILLS COURSE; ONE TERM COURSE | |||||||
| LATN 204-302 | INTERMED LATIN: POETRY | RICH, HANNAH | 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. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER; LANGUAGE SKILLS COURSE; ONE TERM COURSE | |||||||
| LATN 204-601 | INTERMED LATIN: POETRY | GLAUTHIER, PATRICK | 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. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER; LANGUAGE SKILLS COURSE; ONE TERM COURSE | |||||||
| LATN 309-301 | TOPICS: LATIN LITERATURE: HORACE | FARRELL JR, JOSEPH | DAVID RITTENHOUSE LAB 4N30 | TR 1030AM-1200PM | 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 |
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| LATN 602-301 | GRADUATE LATIN POETRY: HORACE | FARRELL JR, JOSEPH | VAN PELT LIBRARY 626 | R 0100PM-0400PM | Topics |
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