Courses for Fall 2020
Title | Instructor | Location | Time | All taxonomy terms | Description | Section Description | Cross Listings | Fulfills | Registration Notes | Syllabus | Syllabus URL | Course Syllabus URL | ||
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ANCH 025-401 | INTRO TO ANC NEAR EAST | HAMMER, EMILY | TR 0300PM-0400PM | A cultural history of Middle Eastern civilization from the invention of writing to the rise of Islam. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES | |||||||
ANCH 025-402 | RECITATION | VIGAR, ROBERT | F 1100AM-1200PM | A cultural history of Middle Eastern civilization from the invention of writing to the rise of Islam. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 025-403 | RECITATION | MARIN WEBB, MARC | F 0900AM-1000AM | A cultural history of Middle Eastern civilization from the invention of writing to the rise of Islam. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 025-404 | RECITATION | F 1000AM-1100AM | A cultural history of Middle Eastern civilization from the invention of writing to the rise of Islam. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | ||||||||
ANCH 026-401 | ANCIENT GREECE | MCINERNEY, JEREMY | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES | ||||||||
ANCH 026-402 | RECITATION | ESPANOL ANDROUTSOPOULOS, ODYSSEAS | R 0900AM-1000AM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 026-403 | RECITATION | ELIAS, IRENE | R 1000AM-1100AM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 026-404 | RECITATION | ELIAS, IRENE | R 1100AM-1200PM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 026-405 | RECITATION | PERRY, DANIELLE | F 0900AM-1000AM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 026-406 | RECITATION | ELLIOTT, ZACHARY | F 1000AM-1100AM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 026-407 | RECITATION | PERRY, DANIELLE | F 1100AM-1200PM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 026-408 | RECITATION | ESPANOL ANDROUTSOPOULOS, ODYSSEAS | R 1200PM-0100PM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
ANCH 026-409 | RECITATION | ELLIOTT, ZACHARY | F 1200PM-0100PM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
ANCH 129-401 | DECLINE & FALL ROMAN EMP |
BOWES, KIMBERLY GREY, CAMPBELL |
TR 0130PM-0300PM |
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ANCH 146-401 | ANCIENT MED EMPIRES | WILKER, JULIA | R 1030AM-1200PM | 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. All texts will be discussed in translation. There are no prerequisites. |
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History & Tradition Sector (all classes) | CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
ANCH 227-401 | AGE OF CAESAR | DAMON, CYNTHIA | TR 0300PM-0430PM | A course on Roman culture and society in a period of tumultuous political change, the lifetime of Julius Caesar (100-44BCE). Focuses on the interplay between shifting political and military realities and developments in social organization and literary production at Rome and in the wider Mediterranean world. The reception of Caesar in later ages will also be considered. Readings (all in translation) will include Catullus, Cicero, Lucretius, Plutarach, Sallust, Suetonius, and, of course, Caesar himself. |
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ANCH 261-401 | ANCIENT IRANIAN EMPIRES | GROSS, SIMCHA | T 0300PM-0600PM | Iran - as a landmass and a political entity - was central to the ancient world in a variety of ways. Ancient Iranian Empires were of central importance to - and centrally located in - the ancient world. It was the successor kingdom to the Assyrians and Babylonians; the power against which Greece and Rome defined themselves; and the crucible in which various communities and models of rule developed. This course offers a survey of the history of the ancient Persianate world, focusing in particular on the political and imperial entities that rose to power, the cultural, political, mercantile, and other contacts they shared with their neighbors to the East and West, and the communities and religious groups that arose and flourished within their lands. Ancient Iranian empires rivaled the Greek and Roman Empires to their West, and the central and eastern Asian Empires to their east, and the ongoing history of diplomacy, cultural contact, and war between these regions was formative to each and to the ancient world as a whole. Iran was home to and similarly formative for a variety of religions, including Zoroastrianism, Judaism, Christianity, Manichaeism, and Islam, and a central question Ancient Iranian political powers sought to address was how to negotiate and address the variety of populations under their control. The course will conclude by studying how, rather than a simplistic story of decline, the strategies, policies, institutions, and memory of the Iranian Empires continued to shape early Islam, medieval imagination, and modern political regimes. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
ANCH 301-401 | LIES MY ANCIENT HISTORY | GREY, CAMPBELL | TR 1030AM-1200PM | The neat, comforting narratives that we construct of the histories of ancient Greece and Rome cover up a collection of controversies and debates that continue to rage in contemporary scholarship. Can we use the Homeric epics as sources of early Greek history? Who was responsible for the Peloponnesian War? How can we best explain Rome's acquisition of empire? How new was the political revolution of Augustus? What were the main reasons for the rise of Christianity? In this course, we explore these and other controversies, focusing on both modern scholarship and the ancient sources. All texts will be discussed in translation. No prior knowledge of Ancient History is required, although it would be useful to have taken ANCH 026 and/or ANCH 027. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
ANCH 611-401 | GREEK EPIGRAPHY | MCINERNEY, JEREMY | M 0200PM-0500PM | An introduction to the principles and practices of Greek Epigraphy. Study of selected Greek inscriptions. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 014-301 | Classics and the Modern World | FARRELL, JOSEPH | M 0200PM-0500PM | The ancient Greek and Roman civilizations, whether individually, together, or in relation to other ancient civilizations, have frequently been seen as ancestors of the modern world. This ancestry has been seen both as a common and unifying heritage and as one that divides. This course will consider the relationship between Classical Antiquity and the modern world in the light of different themes, including those of Civilization, Empire, Race, Ethnicity, Simplicity and Complexity, Morality, Religion, and Universality. Classes will focus on discussion of readings with an emphasis on coming to grips with multiple and conflicting points of view. Students will write a research paper related to one of the themes mentioned above or to another one of similar importance. |
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FOR FRESHMEN ONLY; FRESHMAN SEMINAR; CRSE ONLINE: SYNC & ASYNC COMPONENTS; FRESHMAN SEMINAR | ||||||||
CLST 015-301 | Town & Country in Ancient Greece | TARTARON, THOMAS | TR 1030AM-1200PM | The ancient city of Athens, Greece, is renowned as the birthplace of democracy; Sparta is famous for its warlike society; Olympia for the Olympic Games; and Delphi for its famed oracle. But the Greek landscape was dotted with hundreds of other cities, towns, villages, sanctuaries, and hamlets. This seminar is a journey through town and country in ancient Greece, from dense urban spaces to vast forests and agro-pastoral countrysides. We will examine many lines of evidence: (1) ancient texts (e.g., Homeric epics, Hesiod's depiction of rural life, the histories of Herodotus and Thucydides, the tragedies and comedies of the great playwrights, the geography of Strabo, the travel writing of Pausanias); (2) inscriptions that record details of life and death ; and (3) archaeology (site discovery and excavation, recovery of the material remains of everyday life). These sources will reveal much information about how urban and rural life were organized. A central aim of this seminar is to address this question: is the past a foreign country, or is there nothing new under the sun? |
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FOR FRESHMEN ONLY; FRESHMAN SEMINAR; CRSE ONLINE: SYNC & ASYNC COMPONENTS; FRESHMAN SEMINAR | ||||||||
CLST 026-401 | ANCIENT GREECE | MCINERNEY, JEREMY | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES | ||||||||
CLST 026-402 | RECITATION | ESPANOL ANDROUTSOPOULOS, ODYSSEAS | R 0900AM-1000AM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 026-403 | RECITATION | ELIAS, IRENE | R 1000AM-1100AM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 026-404 | RECITATION | ELIAS, IRENE | R 1100AM-1200PM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 026-405 | RECITATION | PERRY, DANIELLE | F 0900AM-1000AM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 026-406 | RECITATION | ELLIOTT, ZACHARY | F 1000AM-1100AM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 026-407 | RECITATION | PERRY, DANIELLE | F 1100AM-1200PM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 026-408 | RECITATION | ESPANOL ANDROUTSOPOULOS, ODYSSEAS | R 1200PM-0100PM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 026-409 | RECITATION | ELLIOTT, ZACHARY | F 1200PM-0100PM | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 102-401 | CLASSICAL TRADITIONS | HALSTEAD, HENRIETTA | TR 1200PM-0130PM | A broad consideration of the ways in which writers and artists from the early modern era to the present day have responded to the classical tradition, borrowing from, imitating, questioning, and challenging their classical predecessors. Through modern reworkings of ancient epic, tragedy, biography, and lyric by authors ranging from Shakespeare and Racine to contemporary poets, painters, and filmmakers, we will ask what the terms "classical" and "tradition" might mean and will track the continuities and differences between antiquity and the modern world. Should we see ancient Greek and Roman culture as an inheritance, a valuable source of wealth bequeathed to the modern age? Or is there something wrong with that picture? How do ancient texts have to be adapted and transformed if they are to speak to modern conditions and concerns? This is an introductory-level course open to anyone who cares about the relationship between the present and the past. |
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Arts & Letters Sector (all classes) | ARTS & LETTERS SECTOR; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 107-402 | ANCIENT DRAMA | WILSON, EMILY | TR 1200PM-0130PM | 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; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 111-401 | Introduction to Mediterranean Archaeology | BOWES, KIMBERLY | MW 1100AM-1200PM | The cultures of Greece and Rome, what we call classical antiquity, span over a thousand years of multicultural achievement in the Mediterranean. This course tells the story of what it was like to live in the complex societies of ancient Greece and Rome. This story is told principally using the art, architecture, pottery and coins produced by these societies. We will examine both the bold and sexy, and the small and humble, from the Parthenon to wooden huts, from the Aphrodite of Knidos to the bones of a fisherman named Peter. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 111-402 | RECITATION | BOWES, KIMBERLY | R 1100AM-1200PM | The cultures of Greece and Rome, what we call classical antiquity, span over a thousand years of multicultural achievement in the Mediterranean. This course tells the story of what it was like to live in the complex societies of ancient Greece and Rome. This story is told principally using the art, architecture, pottery and coins produced by these societies. We will examine both the bold and sexy, and the small and humble, from the Parthenon to wooden huts, from the Aphrodite of Knidos to the bones of a fisherman named Peter. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 111-403 | RECITATION | KESLINKE, BRIGITTE | R 1200PM-0100PM | The cultures of Greece and Rome, what we call classical antiquity, span over a thousand years of multicultural achievement in the Mediterranean. This course tells the story of what it was like to live in the complex societies of ancient Greece and Rome. This story is told principally using the art, architecture, pottery and coins produced by these societies. We will examine both the bold and sexy, and the small and humble, from the Parthenon to wooden huts, from the Aphrodite of Knidos to the bones of a fisherman named Peter. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 111-404 | RECITATION | KESLINKE, BRIGITTE | F 1000AM-1100AM | The cultures of Greece and Rome, what we call classical antiquity, span over a thousand years of multicultural achievement in the Mediterranean. This course tells the story of what it was like to live in the complex societies of ancient Greece and Rome. This story is told principally using the art, architecture, pottery and coins produced by these societies. We will examine both the bold and sexy, and the small and humble, from the Parthenon to wooden huts, from the Aphrodite of Knidos to the bones of a fisherman named Peter. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 111-405 | RECITATION | SCHAUB, MOLLY | F 1100AM-1200PM | The cultures of Greece and Rome, what we call classical antiquity, span over a thousand years of multicultural achievement in the Mediterranean. This course tells the story of what it was like to live in the complex societies of ancient Greece and Rome. This story is told principally using the art, architecture, pottery and coins produced by these societies. We will examine both the bold and sexy, and the small and humble, from the Parthenon to wooden huts, from the Aphrodite of Knidos to the bones of a fisherman named Peter. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 111-406 | RECITATION | SCHAUB, MOLLY | F 0100PM-0200PM | The cultures of Greece and Rome, what we call classical antiquity, span over a thousand years of multicultural achievement in the Mediterranean. This course tells the story of what it was like to live in the complex societies of ancient Greece and Rome. This story is told principally using the art, architecture, pottery and coins produced by these societies. We will examine both the bold and sexy, and the small and humble, from the Parthenon to wooden huts, from the Aphrodite of Knidos to the bones of a fisherman named Peter. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 129-401 | DECLINE & FALL ROMAN EMP |
BOWES, KIMBERLY GREY, CAMPBELL |
TR 0130PM-0300PM | The Roman Empire, teetering under the weight of its bureaucracy, oppressed by the demands of its soldiers, weakened by wave after wave of barbarian invasions, and, with the rise of Christianity, confronted by its own immorality, finally fell when the last Roman emperor, Romulus Augustulus, was sent into exile in 476 CE. That, at least, is one version of the story. In truth, there are many stories that can be told of the period between the apogee of the Roman empire in the 2nd c. AD and the rise of Christianity and Islam and origins of the so-called Barbarian Kingdoms in the 7th and 8th centuries AD. This course will explore this period of 600 years, using methodologies from history, archaeology, social science and the sciences to understand the complex problem of empire and its evolutions. No previous knowledge of ancient or medieval history required. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 143-601 | GREAT BOOKS GREECE/ROME | TRAWEEK, ALISON | T 0500PM-0800PM | The literature of ancient Greece and Rome has been foundational for the national literatures of Europe and the Americas, and in the modern period it remains one of the most influential and widely read world literatures. This course introduces many of the most representative works that define the Greek and Roman canon from Homer to Augustine, along with the most characteristic issues that they examine. In the process, students will become familiar not only with the works themselves, but with the idea of a literary canon consisting of "great books," and will consider differing perspectives both on that idea and those of what constitutes a "foundational" or a "classical" literature, of literary influence, and of a community or culture defined in part by such a literature. |
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Arts & Letters Sector (all classes) | ARTS & LETTERS SECTOR; COURSE ONLINE: SYNCHRONOUS FORMAT | |||||||
CLST 146-401 | ANCIENT MED EMPIRES | WILKER, JULIA | R 1030AM-1200PM | 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. All texts will be discussed in translation. There are no prerequisites. |
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History & Tradition Sector (all classes) | CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 148-401 | FOOD AND FIRE | MOORE, KATHERINE | MW 0100PM-0200PM | This course will let students explore the essential heritage of human technology through archaeology. People have been transforming their environment from the first use of fire for cooking. Since then, humans have adapted to the world they created using the resources around them. We use artifacts to understand how the archaeological record can be used to trace breakthroughs such as breaking stone and bone, baking bread, weaving cloth and firing pottery and metals. The seminar will meet in the Penn Museum's new Center for the Analysis of Archaeological Materials. Students will become familiar with the Museum's collections and the scientific methods used to study different materials. Class sessions will include discussions, guest presentations, museum field trips, and hands-on experience in the laboratory. |
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Hum & Soc Sci Sector (new curriculum only) | SECTION ACTIVITY CO-REQUISITE REQUIRED; HUMANITIES & SOCIAL SCIENCE SECTOR; CRSE ONLINE: SYNC & ASYNC COMPONENTS | |||||||
CLST 148-402 | RECITATION | MOORE, KATHERINE | R 0130PM-0230PM | This course will let students explore the essential heritage of human technology through archaeology. People have been transforming their environment from the first use of fire for cooking. Since then, humans have adapted to the world they created using the resources around them. We use artifacts to understand how the archaeological record can be used to trace breakthroughs such as breaking stone and bone, baking bread, weaving cloth and firing pottery and metals. The seminar will meet in the Penn Museum's new Center for the Analysis of Archaeological Materials. Students will become familiar with the Museum's collections and the scientific methods used to study different materials. Class sessions will include discussions, guest presentations, museum field trips, and hands-on experience in the laboratory. |
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Hum & Soc Sci Sector (new curriculum only) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO | |||||||
CLST 148-403 | RECITATION | MOORE, KATHERINE | R 0300PM-0400PM | This course will let students explore the essential heritage of human technology through archaeology. People have been transforming their environment from the first use of fire for cooking. Since then, humans have adapted to the world they created using the resources around them. We use artifacts to understand how the archaeological record can be used to trace breakthroughs such as breaking stone and bone, baking bread, weaving cloth and firing pottery and metals. The seminar will meet in the Penn Museum's new Center for the Analysis of Archaeological Materials. Students will become familiar with the Museum's collections and the scientific methods used to study different materials. Class sessions will include discussions, guest presentations, museum field trips, and hands-on experience in the laboratory. |
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Hum & Soc Sci Sector (new curriculum only) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO | |||||||
CLST 148-404 | RECITATION | MOORE, KATHERINE | F 1200PM-0100PM | This course will let students explore the essential heritage of human technology through archaeology. People have been transforming their environment from the first use of fire for cooking. Since then, humans have adapted to the world they created using the resources around them. We use artifacts to understand how the archaeological record can be used to trace breakthroughs such as breaking stone and bone, baking bread, weaving cloth and firing pottery and metals. The seminar will meet in the Penn Museum's new Center for the Analysis of Archaeological Materials. Students will become familiar with the Museum's collections and the scientific methods used to study different materials. Class sessions will include discussions, guest presentations, museum field trips, and hands-on experience in the laboratory. |
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Hum & Soc Sci Sector (new curriculum only) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO | |||||||
CLST 148-405 | RECITATION | MOORE, KATHERINE | F 0100PM-0200PM | This course will let students explore the essential heritage of human technology through archaeology. People have been transforming their environment from the first use of fire for cooking. Since then, humans have adapted to the world they created using the resources around them. We use artifacts to understand how the archaeological record can be used to trace breakthroughs such as breaking stone and bone, baking bread, weaving cloth and firing pottery and metals. The seminar will meet in the Penn Museum's new Center for the Analysis of Archaeological Materials. Students will become familiar with the Museum's collections and the scientific methods used to study different materials. Class sessions will include discussions, guest presentations, museum field trips, and hands-on experience in the laboratory. |
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Hum & Soc Sci Sector (new curriculum only) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO | |||||||
CLST 227-401 | AGE OF CAESAR | DAMON, CYNTHIA | TR 0300PM-0430PM | A course on Roman culture and society in a period of tumultuous political change, the lifetime of Julius Caesar (100-44BCE). Focuses on the interplay between shifting political and military realities and developments in social organization and literary production at Rome and in the wider Mediterranean world. The reception of Caesar in later ages will also be considered. Readings (all in translation) will include Catullus, Cicero, Lucretius, Plutarach, Sallust, Suetonius, and, of course, Caesar himself. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 244-401 | THE MATERIAL WORLD IN ARCHAEOLOGICAL SCIENCE |
OLSZEWSKI, DEBORAH BOILEAU, MARIE-CLAUDE JANSEN, JAN |
TR 1030AM-1200PM | By focusing on the scientific analysis of inorganic archaeological materials, this course will explore processes of creation in the past. clst 244 will take place in the new Center for the Analysis of Archaeological Materials (CAAM) and will be team taught in three modules: analysis of lithics, analysis of ceramics and analysis of metals. Each module will combine laboratory and classroom exercises to give students hands-on experience with archaeological materials. We will examine how the transformation of materials into objects provides key information about past human behaviors and the socio-economic contexts of production, distribution, exchange and use. Discussion topics will include invention and adoption of new technologies, change and innovation, use of fire, and craft specialization. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 300-401 | LIES MY ANCIENT HISTORY | GREY, CAMPBELL | TR 1030AM-1200PM | The neat, comforting narratives that we construct of the histories of ancient Greece and Rome cover up a collection of controversies and debates that continue to rage in contemporary scholarship. Can we use the Homeric epics as sources of early Greek history? Who was responsible for the Peloponnesian War? How can we best explain Rome's acquisition of empire? How new was the political revolution of Augustus? What were the main reasons for the rise of Christianity? In this course, we explore these and other controversies, focusing on both modern scholarship and the ancient sources. All texts will be discussed in translation. No prior knowledge of Ancient History is required, although it would be useful to have taken ANCH 026 and/or ANCH 027. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 325-401 | TOPICS IN ROMAN ART/ARCH: LAST DAYS OF POMPEII | ZARMAKOUPI, MANTHA | W 0200PM-0500PM | Topic varies from semester to semester. For the Fall 2020 semester, the topic will be "The Last Days of Pompeii." Pompeii is one of the most famous archaeological sites in the world. Not fully excavated and only partially understood, it seems to offer a tantalizing cross-section of Roman architecture, art and society, preserved as it was when the volcano Mount Vesuvius erupted on 24 August 79 CE. At the same time, the rediscovery of Pompeii since the eighteenth century has had a profound impact on western culture. This course will look at the discovery, reception and reinvention as well as "original" character of Pompeii and other settlements around Vesuvius destroyed at the same time as Pompeii, such as Herculaneum and Stabiae. We will examine the evidence that these Campanian sites provide for Roman architecture, art and society, and the difficulties we face in trying to use it. The course will include a range of material, from the architecture of houses and public areas of the city, tackling the notions of public and private in Roman society, the wall painting in Pompeian houses, examining the forms and functions of Roman frescoes as well as the ways in which they have been viewed in antiquity and modern times, to the shops, workshops and taverns that populated the ancient city and provide evidence for its economy. The approach is thematic, addressing the urban planning and development of the city, the domestic spaces and activities, the public spaces and buildings, and economy of the city, concentrating on case studies, such as the Forum, the House of the Vettii, the textile industry and the Villa of the Papyri. No special prior knowledge of antiquity is assumed. |
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CROSS CULTURAL ANALYSIS; CRSE ONLINE: SYNC & ASYNC COMPONENTS; CROSS-CULTURAL ANALYSIS | ||||||||
CLST 360-401 | TPCS: CLASSICISM & LIT: EPIC, ROMANCE, MYTH | COPELAND, RITA | MW 0200PM-0330PM | Ancient epic and mythology had a curious and rich afterlife in the Middle Ages. Virgil and Ovid were taught in medieval schools, read for their moral content, and revered as fiction that concealed great philosophical value. Their influence also gave rise to the great literary form of the Middle Ages, romance: narratives that place a premium on erotic love, individual quests, the unpredictability of adventure, and imaginary or exotic settings. Yet despite what may appear to be merely gratifying entertainment, medieval romance and medieval receptions of classical myth did tremendous cultural work, enabling profound explorations of history, political values, gender and sexual identity, and social power. We will spend some weeks reading Virgil's Aeneid and Ovid's Heroides and Metamorphoses. Then we will turn to medieval reimaginings of classical myth and metamorphosis, including poetry by Marie de France, Chretien de Troyes, and Chaucer, and anonymous works such as Sir Gawain and the Green Knight. The course requirements will be: one very short oral presentation on a research topic of your choice related to the reading, together with a short write-up of your research; one short critical paper; and one longer research paper (which can develop the subject of your oral presentation). |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 362-401 | INT DIGITAL ARCHAEOLOGY | HERRMANN, JASON | MW 0330PM-0530PM | Digital methodologies are now an integral part of archaeological practice and archaeologists are now expected to possess basic computing skills and be familiar with a range of data collection, analysis and visualization techniques. This course will use case studies and applied learning opportunities centered on a course project to explore a broad array of digital approaches in archaeology. The technological underpinnings, professional procedures, and influences on archaeological practice and theory will be discussed for each method covered in the course. Applied learning opportunities in digital data collection methods will include aerial and satellite image analysis, global navigation satellite system (GNSS) survey, 3D scanning methods, close-range photogrammetry, and near-surface geophysical prospection. Students will also have opportunities for practical experience in digital database design and management, geographic information science (GIS) and 3D visualization. Students will communicate the results of the course project in a digital story that will be presented at the end of the term. Prior archaeological classwork and/or experience preferred. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 402-601 | POST BACC GREEK | NISHIMURA-JENSEN, JULIE | MW 1100AM-1200PM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED; COURSE ONLINE: SYNCHRONOUS FORMAT | ||||||||
CLST 402-602 | RECITATION | LI, WEIQUN | F 1100AM-1200PM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED; COURSE ONLINE: SYNCHRONOUS FORMAT | ||||||||
CLST 403-601 | POST BACC LATIN | BRASSEL, KATE | MW 0100PM-0200PM | Intensive Latin reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED; COURSE ONLINE: SYNCHRONOUS FORMAT | ||||||||
CLST 403-602 | RECITATION | SOLLEY, NATHANIEL | F 0100PM-0200PM | Intensive Latin reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED; COURSE ONLINE: SYNCHRONOUS FORMAT | ||||||||
CLST 441-401 | PLANTS AND SOCIETY | WHITE, CHANTEL | T 0130PM-0430PM | Interactions between humans and the living landscape around us have played - and continue to play - a fundamental role in shaping our worldview. This course is designed to introduce students to the diverse ways in which humans interact with plants. We will focus on the integration of ethnographic information and archaeological case studies in order to understand the range of interactions between humans and plants, as well as how plants and people have profoundly changed one another. Topics will include the origins of agriculture; cooking and plant processing; human health and the world of ethnomedicine; and poisonous and psychoactive plants. We will examine ancient plant material firsthand at the Center for the Analysis of Archaeological Materials (CAAM) and will handle botanical ecofacts from the Penn Museum's collections. Students will also carry out a substantial research project focused on an archaeological culture and plant species of their own interest. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 500-301 | MATERIALS AND METHODS | STRUCK, PETER | F 0900AM-1200PM | This is the required proseminar for first-year graduate students in Classical Studies and Ancient History. It will introduce you to some key methodological, practical and theoretical tools for beginning a scholarly career in these fields. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 523-401 | NARRATIVE IN ANCIENT ART |
KUTTNER, ANN PITTMAN, HOLLY |
T 0430PM-0730PM | Art history, and its cousins in religious, social, political and literary studies, have long been fascinated with the question of narrative: how do images engage time, tell stories? These are fundamental questions for ancient Near Eastern, Egyptian and Mediterranean art history and archaeology, whose rich corpus of narrative images is rarely considered in the context of "Western" art. Relations between words and things, texts and images, were as fundamental to the ancient cultures we examine as they are to modern studies. As we weigh classic modern descriptions of narrative and narratology, we will bring to bear recent debates about how (ancient) images, things, monuments, and designed spaces engage with time, space, and event, and interact with cultural memory. We will ask "who is the story for, and why?" for public and private narratives ranging from political histories to mythological encounters. Our case studies will be drawn from the instructors' expertise in Mesopotamian visual culture, and in the visual cultures of the larger Mediterranean world from early Greek antiquity to the Hellenistic, Roman, and Late Antique periods. One central and comparative question, for instance, is the nature of recording history in pictures and texts in the imperial projects of Assyria, Achaemenid Persia, the Hellenistic kingdoms, and Rome. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 526-401 | Materials & Methods in Mediterranean Archaeology | RISTVET, LAUREN | T 0900AM-1200PM | This course is intended to familiarize new graduate students with the collections of the University of Pennsylvania Museum of Archaeology and Anthropology and the wide range of scholarly interests and approaches used by faculty at Penn and neighboring institutions, as well as to provide an introduction to archaeological methods and theory in a Mediterranean context. Each week, invited lecturers will address the class on different aspects of archaeological methodology in their own research, emphasizing specific themes that will be highlighted in readings and subsequent discussion. The course is divided into five sections: Introduction to the Mediterranean Section; Collections; Method and Theory in Mediterranean Archaeology; Museum Work; and Ethics. The course is designed for new AAMW graduate students, though other graduate students or advanced undergraduate students may participate with the permission of the instructor. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS; UNDERGRADUATES NEED PERMISSION | ||||||||
CLST 562-401 | INT DIGITAL ARCHAEOLOGY | HERRMANN, JASON | MW 0330PM-0530PM | Digital methodologies are an integral part of contemporary archaeological practice, and demand that archaeologists to hold a new set of skills and knowledge fundamentals. This course will expose students to a broad range of digital approaches through a review of relevant literature and through applied learning opportunities centered on a course project. The technological underpinnings, best practices, and influences on archaeological practice and theory will be discussed for each method covered in the course. Applied learning opportunities in digital data collection methods will include: aerial and satellite remote sensing, global navigation satellite system (GNSS) survey, 3D scanning methods, close-range photogrammetry, and near-surface geophysical prospection. Students will also have opportunities for practical experience in digital database design and management, geographic information science (GIS) and 3D modeling and visualization. Students will communicate the results of the course project in a digital story that will be presented at the end of the term. Prior archaeological classwork and/or experience preferred. |
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CLST 598-301 | LANGUAGE PEDAGOGY WRKSHP | KER, JAMES | TBA TBA- | The Workshop is intended to serve as a forum for first-time teachers of Latin or Greek. This will include discussing course-plans and pedagogical theories and strategies, collaborating on course materials, and addressing any concerns in the language courses presently being taught. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
CLST 611-401 | GREEK EPIGRAPHY | MCINERNEY, JEREMY | M 0200PM-0500PM | Scholars have long debated the nature of the ancient economy, the terms in which it can best be approached, and the decision-making processes that underpinned economic behavior in antiquity. In particular, controversy has surrounded the extent to which the economies of Greco-Roman antiquity can be modeled using contemporary tools of analysis. In recent scholarship, many of the tenets laid down by Moses Finley in his "Ancient Economy" have been re-evaluated, with the result that the field is currently in a state of intellectual ferment. It is the purpose of this course to explore the terms in which contemporary debates over ancient economic systems are formulated, with reference to a variety of societies and periods, from the palace economies of the Mycenaean period to the system of taxation introduced in the early fourth century by the emperor Diocletian and his colleagues in the Tetrarchy. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
GREK 015-680 | ELEM MODERN GREEK I | NIKOLAOU, GEORGIA | MW 0530PM-0730PM | This course is designed for students with no prior knowledge of the modern Greek Language. Instructions are theme based and is supported by a Textbook as well as other written or audiovisual material. It provides the framework for development of all communicative skills (reading, writing, comprehension and speaking) at a basic level. The course also introduces students to aspects of Modern Greek culture that are close to students' own horizon, while it exposes them to academic presentations of Greek history, arts, and current affairs. Quizzes, finals and short individual work with presentation are the testing tools. The completion of this unit does NOT satisfy the language requirement. Prerequisite: Offered through Penn Language Center. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS; LANGUAGE SKILLS COURSE | ||||||||
GREK 101-301 | ELEM CLASSICAL GREEK I | NISHIMURA-JENSEN, JULIE | MWF 0100PM-0200PM | Intensive introduction to Classical Greek morphology and syntax. This course includes exercises in grammar, Greek composition, and translation from Greek to English. Emphasis is placed upon developing the ability to read Greek with facility. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS; LANGUAGE SKILLS COURSE | ||||||||
GREK 115-680 | GREEK/HERITAGE SPKRS I | TSEKOURA, DIMITRA | MW 0400PM-0530PM | This course is intended to help Heritage Speakers or student with prior knowledge of conversational modern Greek (or even Ancient Greek) to refresh or enrich their knowledge of modern Greek and who would not be a good fit for the elementary or intermediate classes. A theme based textbook and instructions along with a comprehensive overview of grammar as a whole is presented while original text, songs, video and other media are used in order to augment vocabulary and increase fluency in modern Greek. Students are expected to properly use the language, do theme-based research on the themes examined and provide written work on various subjects and make conversation in class. Presentations on researched topics account for final exam. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS; PRIOR LANGUAGE EXPERIENCE REQUIRED; LANGUAGE SKILLS COURSE; THE FIRST TERM OF A TWO-TERM COURSE | ||||||||
GREK 203-301 | INTERMED GREEK: PROSE | CALLAGHAN, GREGORY | TR 0130PM-0300PM | This course is for those who have completed Ancient Greek 102, Greek 112 or equivalent. You are now ready to begin reading real Greek! We will read a selection of passages from Greek prose authors, focusing on language and style. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS; LANGUAGE SKILLS COURSE | ||||||||
GREK 313-401 | ALCIBIADES | BRASSEL, KATE | TR 0130PM-0300PM | Political superstar, demagogue, desperate lover, brilliant general, and traitor, Alcibiades captured the imaginations of his fellow Athenians as well as thinkers and artists for centuries to come. This course offers students an opportunity to study democracy, sexuality, ethics, and youth through the perspectives on Alcibiades presented in comedy, historiography, philosophy, and oratory. In addition to preparing weekly translations, students will write individual papers presenting original close readings or research and will additionally collaborate on a digital project. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
GREK 540-301 | THE GRK TXT:LANG & STYLE | KER, JAMES | 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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CRSE ONLINE: SYNC & ASYNC COMPONENTS | ||||||||
GREK 611-401 | GREEK EPIGRAPHY | MCINERNEY, JEREMY | M 0200PM-0500PM | An introduction to the principles and practices of Greek Epigraphy. Study of selected Greek inscriptions. |
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GREK 613-401 | ALCIBIADES | BRASSEL, KATE | TR 0130PM-0300PM | Political superstar, demagogue, desperate lover, brilliant general, and traitor, Alcibiades captured the imaginations of his fellow Athenians as well as thinkers and artists for centuries to come. This course offers students an opportunity to study democracy, sexuality, ethics, and youth through the perspectives on Alcibiades presented in comedy, historiography, philosophy, and oratory. In addition to preparing weekly translations, students will write individual papers presenting original close readings or research and will additionally collaborate on a digital project. |
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LATN 101-301 | ELEMENTARY LATIN I | CARRICK, JORDAN | MWF 1000AM-1100AM | An introduction to the Latin language for beginners. Students begin learning grammar and vocabulary, with practical exercises in reading in writing. By the end of the course students will be able to read and analyze simple Latin texts, including selected Roman inscriptions in the Penn Museum. |
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LATN 101-302 | ELEMENTARY LATIN I | BREECHER, SAMANTHA | MWF 1100AM-1200PM | An introduction to the Latin language for beginners. Students begin learning grammar and vocabulary, with practical exercises in reading in writing. By the end of the course students will be able to read and analyze simple Latin texts, including selected Roman inscriptions in the Penn Museum. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS; LANGUAGE SKILLS COURSE | ||||||||
LATN 203-302 | INTERMED LATIN: PROSE | DYSON, EMMA | MWF 1100AM-1200PM | Prerequisite(s): LATN 102 or equivalent (such as placement score of 550). Introduction to continuous reading of unadapted works by Latin authors in prose(e.g., Cornelius Nepos, Cicero, Pliny), in combination with a thorough review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style of the selected authors, will be able to tackle previously unseen passages by them, and will be able to discuss questions of language and interpretation. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS; LANGUAGE SKILLS COURSE | ||||||||
LATN 203-303 | INTERMED LATIN: PROSE | PILIPOW, RYAN | MW 0430PM-0600PM | Prerequisite(s): LATN 102 or equivalent (such as placement score of 550). Introduction to continuous reading of unadapted works by Latin authors in prose(e.g., Cornelius Nepos, Cicero, Pliny), in combination with a thorough review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style of the selected authors, will be able to tackle previously unseen passages by them, and will be able to discuss questions of language and interpretation. |
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LATN 301-401 | LATIN PROSE COMPOSITION | DAMON, CYNTHIA | TR 1030AM-1200PM | For this introduction to Latin prose composition we will be using Bradley's Arnold, Latin Prose Composition, edited and revised by J. F. Mountford, which offers a thorough grammar review and challenging exercises. The exercises will give you an active command of Latin syntax: you'll be asking "how do I say X?" rather than "what does this author mean by X?" This is an important step towards awareness of the variety of possible expressions for any given X. And awareness of this variety is one of the things that will help you appreciate an author's style. What advantage does a participle have over a clause? or vice versa? Why use an abstract noun rather than an indirect question? or vice versa? Gerund vs. gerund-replacing gerundive? Repraesentatio? We will also read passages from a variety of Latin prose authors with an eye to their style. My aim in this course, which is open to undergraduate and graduate students alike, is that your ability to read and appreciate Latin prose improve substantially. |
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LATN 501-401 | LATIN PROSE COMPOSITION | DAMON, CYNTHIA | TR 1030AM-1200PM | For this introduction to Latin prose composition we will be using Bradley's Arnold, Latin Prose Composition, edited and revised by J. F. Mountford, which offers a thorough grammar review and challenging exercises. The exercises will give you an active command of Latin syntax: you'll be asking "how do I say X?" rather than "what does this author mean by X?" This is an important step towards awareness of the variety of possible expressions for any given X. And awareness of this variety is one of the things that will help you appreciate an author's style. What advantage does a participle have over a clause? or vice versa? Why use an abstract noun rather than an indirect question? or vice versa? Gerund vs. gerund-replacing gerundive? Repraesentatio? We will also read passages from a variety of Latin prose authors with an eye to their style. My aim in this course, which is open to undergraduate and graduate students alike, is that your ability to read and appreciate Latin prose improve substantially. |
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LATN 603-301 | JULIO-CLAUDIAN LIT | FARRELL, JOSEPH | R 0100PM-0400PM | The years between the principates of Augustus and Nero are commonly regarded as a "fallow" period in Latin literary history. In fact, this is objectively untrue in terms of both the amount of literature produced during this time and in terms of its influence. If one considers the relationship between contemporary Latin and Greek literature or the evidence for increased institutional support of literature during this period, the sense of its importance increases. In this course we will study the formative aspects of literature culture during the regimes of Tiberius, Gaius, and Claudius and their decisive influence on the Latin and Greek literature of the subsequent Imperial Period. |
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CRSE ONLINE: SYNC & ASYNC COMPONENTS |