Courses for Spring 2016
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 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 | POST, RUBEN | 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 | POST, RUBEN | UNIVERSITY MUSEUM 419 | 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 | CALLAGHAN, GREGORY | DAVID RITTENHOUSE LAB 3C2 | 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 | FEELEY, JACOB | MEYERSON HALL B7 | 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 027-406 | RECITATION | PILIPOW, RYAN | WILLIAMS HALL 2 | 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 027-407 | RECITATION | CALLAGHAN, GREGORY | CLAUDIA COHEN HALL 203 | F 0900AM-1000AM | The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
ANCH 027-408 | RECITATION | SUSALLA, CYNTHIA | JAFFE BUILDING 104 | R 0130PM-0230PM | 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 | FEELEY, JACOB | 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 | PILIPOW, RYAN | WILLIAMS HALL 319 | 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 | SUSALLA, CYNTHIA | DAVID RITTENHOUSE LAB 4E19 | 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 117-401 | PERICLEAN ATHENS | MCINERNEY, JEREMY | CLAUDIA COHEN HALL 204 | TR 0130PM-0250PM | This class is devoted to the culture and history of Athens in the 5th century BC, the golden age of Greek culture. We will examine such topics as the growth of democracy, Athenian religion and the architectural embellishment of the Acropolis and the Agora. We will look at the development of Athenian drama and explore the relationship between Athenian democracy and naval power. |
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ANCH 243-401 | HISTORY OF IRAQ II | FRAME, GRANT | WILLIAMS HALL 305 | MW 0330PM-0500PM |
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ANCH 384-401 | The Hellenistic and Roman Near East | WILKER, JULIA | DAVID RITTENHOUSE LAB 2N36 | TR 1030AM-1200PM | In this course we will study the history of the Hellenistic and Roman period from a Near Eastern perspective. From the conquests of Alexander the Great to the end of Roman rule in late antiquity, this region was the scene of conflicts, but also of peaceful and fruitful interactions between Greeks, Romans, Egyptians, Jews, Syrians, Arabs and many other societies. What was the impact of Greek and Roman rule and how did the peoples of the region react to these fundamental changes? On the other hand, how did they influence the culture and worldview of their conquerors? We will use historical texts, documents and archaeological evidence to discuss these political, cultural and religious encounters that made the Near East to a key region of Greco-Roman history. All texts will be discussed in translation. No prerequisites, although it would be useful to have some background in Hellenistic and/or Roman history. |
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ANCH 501-301 | COMPARATIVE LAW & LEGAL |
GREY, CAMPBELL LOWRY, JOSEPH |
PSYCHOLOGY LAB A30 | W 0200PM-0500PM | This seminar explores the possibilities for comparative study of Late Antique law and legal systems by focusing on Roman and Islamic law, with reference also to neighboring legal cultures. There is no shortage of scholarship on the legal systems of the Islamic and Roman worlds. Fictitious legal discussions, juristic judgments and edicts issued directly or indirectly by rulers have all been scrutinized for the light they shed upon the legal thinking that characterized these two societies. Equally, these texts are a rich and intriguing source of information for social, cultural, and economic historians. They illuminate social customs, economic and social divisions within society, and attitudes towards those customs and divisions. They reveal ongoing and periodic threats to the smooth functioning of society, and measures taken to address those threats. In this course, we take a broadly comparative approach to the problem of reconstructing both the legal and the societal systems of the Islamic and Roman worlds. We explore differences and similarities in the nature of the sources and methodologies that are central to the modern study of Roman and Islamic law, consider how those similarities and differences affect scholars ability to shed light upon political, religious, and employ documentary and literary evidence to reconstruct the societies in question. |
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FOR PHD STUDENTS ONLY | |||||||
ANCH 605-301 | REVOLTS IN THE ROMAN EMP | WILKER, JULIA | WILLIAMS HALL 319 | M 0200PM-0500PM | Provincial revolts were a common feature in the Roman Empire. Although many of these revolts have attracted much interest in modern scholarship, they are often analyzed as individual events and/or in their particular regional context alone. In this seminar, we will focus on the first and second century CE and discuss provincial revolts and resistance in Judaea, Egypt, Africa, Germany, Britain, Pannonia, Gaul and many more. Yet the aim of this course is not to come up with (another) narrative for each of these revolts, but a comparative analysis of their causes, the organization and goals of rebel movements, the imperial reaction, and the following reintegration process into the empire. |
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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 | POST, RUBEN | 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 | POST, RUBEN | UNIVERSITY MUSEUM 419 | 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 | CALLAGHAN, GREGORY | DAVID RITTENHOUSE LAB 3C2 | 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 | FEELEY, JACOB | MEYERSON HALL B7 | 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 027-406 | RECITATION | PILIPOW, RYAN | WILLIAMS HALL 2 | 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 027-407 | RECITATION | CALLAGHAN, GREGORY | CLAUDIA COHEN HALL 203 | F 0900AM-1000AM | The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
CLST 027-408 | RECITATION | SUSALLA, CYNTHIA | JAFFE BUILDING 104 | R 0130PM-0230PM | 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 | FEELEY, JACOB | 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 | PILIPOW, RYAN | WILLIAMS HALL 319 | 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 | SUSALLA, CYNTHIA | DAVID RITTENHOUSE LAB 4E19 | 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 100-401 | GREEK & ROMAN MYTHOLOGY | FARRELL JR, JOSEPH | TOWNE BUILDING 100 | 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 | BURGE, KATHERINE | WILLIAMS HALL 24 | 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 | SIMONS, DALLAS | WILLIAMS 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 | HAYDEN, OLIVIA | WILLIAMS HALL 307 | 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 | KHAN, SCHEHERAZADE | PSYCHOLOGY LAB C41 | 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 | CREAMER, PETRA | WILLIAMS HALL 843 | 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 | BURGE, KATHERINE | VAN PELT LIBRARY 402 | 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 | SIMONS, DALLAS | CLAUDIA COHEN HALL 203 | R 1100AM-1200PM | Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? Investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-409 | RECITATION | SADARANANDA, JANELLE | COLLEGE HALL 318 | 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 | HAYDEN, OLIVIA | 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 100-411 | RECITATION | KHAN, SCHEHERAZADE | PSYCHOLOGY LAB C41 | 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 | SADARANANDA, JANELLE | CHEMISTRY BUILDING 109 | 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 | CREAMER, PETRA | CHEMISTRY BUILDING 514 | 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 102-401 | CLASSICAL TRADITIONS | MURNAGHAN, SHEILA | WILLIAMS HALL 27 | TR 0300PM-0420PM | 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 | ||||||
CLST 103-601 | HIST ANCIENT PHILOSOPHY | PARKER, HAROLD | LAB-STRUC OF MATTER 112B | 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 117-401 | PERICLEAN ATHENS | MCINERNEY, JEREMY | CLAUDIA COHEN HALL 204 | TR 0130PM-0250PM | This class is devoted to the culture and history of Athens in the 5th century BC, the golden age of Greek culture. We will examine such topics as the growth of democracy, Athenian religion and the architectural embellishment of the Acropolis and the Agora. We will look at the development of Athenian drama and explore the relationship between Athenian democracy and naval power. |
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CLST 123-401 | GREAT DISCOV ARCHAEOLOGY | SUTTON, ROBERT | MCNEIL BUILDING 286-7 | TR 1200PM-0130PM | Archaeology is a young and exciting scientific discipline created around 150 years ago as a way to discover and interpret the material remains of our human past. Many archaeological sites are world-famous: Pompeii, Troy, the pyramids of Egypt, the Parthenon of Athens, the Taj Mahal, and the temple complex at Angkor Wat, to name a few. In this course, we will examine many important archaeological sites in the "Old World" of the Mediterranean, Near East, and Asia. Using a thematic and comparative approach, we will delve deeper to explore the societies that produced these wonders, and examine cultural similarities and differences across the Old World. This course is a non-technical introduction for students interested in archaeology, history, art history, anthropology, or related subjects. |
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CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 211-401 | ANCIENT MORAL PHILOSOPHY: ARISTOTLE'S ETHICS | HAHMANN, ANDREE | CLAUDIA COHEN HALL 392 | TR 0130PM-0300PM | A survey of the ethical theories debated by philosophers in Classical Greece and Rome. Plato, Aristotle, Stoics, Epicureans and Pyrrhonist Sceptics offer competing answers to the fundamental question raised by Socrates: How are we to live? That is, what is the best life for a human being? These philosophers generally agree that virtue is an important part of the best human life, but disagree about whether it is the greatest good (Epicurus, for example claims that pleasure is the highest good), or whether there are any other goods (for example, health, wealth, family). Much attention is paid in their theories to accounts of the virtues of character, and to the place of wisdom in the best sort of human life. |
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Society sector (all classes) | SOCIETY SECTOR | ||||||
CLST 221-401 | HELLENISTIC & ROMAN ART | KUTTNER, ANN | JAFFE BUILDING B17 | TR 1030AM-1200PM | An intensive introduction to the art and architecture of Rome and her empire from Republican and later Hellenistic to Constantinian times. Variable emphasis on topics ranging from major genres, styles, and programs of commemorative and decorative art, historical narrative, and political iconography to building types and functions and the specific Etrusco-Roman notion of space, land division, and city planning. |
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CLST 268-401 | LVNG WRLD IN ARCH SCI: LIVING WORLD IN ARCHAEOLOGICAL SCIENCE |
MONGE, JANET MOORE, KATHERINE WHITE, CHANTEL |
UNIVERSITY MUSEUM 190 | TR 1200PM-0130PM | By focusing on the scientific analysis of archaeological remains, this course will explore life and death in the past. It takes place in the new Center for the Analysis of Archaeological Materials (CAAM) and is team taught in three modules: human skeletal analysis, analysis of animal remains, and analysis of plant remains. Each module will combine laboratory and classroom exercises to give students hands-on experience with archaeological materials. We will examine how organic materials provide key information about past environments, human behavior, and cultural change through discussions of topics such as health and disease, inequality, and food. |
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OBJECTS-BASED LEARNING COURSE; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO | |||||||
CLST 274-401 | INTRO ROMAN ARCHAEOLOGY | SUTTON, ROBERT | CLAUDIA COHEN HALL 337 | TR 0900AM-1030AM | 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 | AEGEAN & ANCIENT GREEK ART & ARCHAEOLOGY |
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STUDY ABROAD | |||||||||||
CLST 310-401 | Ancient and Modern Constitution Making | MULHERN, JOHN | DAVID RITTENHOUSE LAB 3N6 | MW 0200PM-0330PM | Constitutionmaking reemerged as an urgent issue in the Twentieth Century with the transformation of colonial empires after World War II and the collapse of the Soviet empire near the end of the century. Constitutionmaking issues made themselves felt also in the constitutionally more mature locations. Even in the British Isles, for example, nationalist movements prompted new constitutional arrangements. And in the Twenty-First Century, as competition for control of Central Asia, the Middle East, and Northern Africa has reintensified, the written constitution has been hailed by some as the vehicle for changing long established cultures. The most striking feature of constitutionmaking in the last two centuries may be its uneven success when it comes to reducing political conflict and in reforming if not improving customs, character, habits, and actions. What might explain this uneven success? Is an explanation to be found by going back to what appear to be the roots of constitutionmaking? 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 translation. 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, Plutarch, Diogenes Laertius, and Augustine. The course traces this tradition through the Middle Ages to the classically trained thinkers of the Seventeenth Century, following linguistic and other clues that carry one up to the American colonial compacts and covenants, the so-called state constitutions, and the debates in the U.S. Constitutional Convention; and it continues through Nineteenth-Century and Twentieth-Century constitutionmaking into todays constitutionmaking efforts in Europe, North Africa, and elsewhere, concluding with an examination of the Egyptian constitution 2013. 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 329-401 | TOPICS CLASSICISM & LIT: POETRY/POLITICS ANC GRE | WALLACE, BRONWYN | FISHER-BENNETT HALL 222 | TR 1200PM-0130PM | 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 336-401 | ARCHAEOLOGY OF ANATOLIA | ROSE, CHARLES | CLAUDIA COHEN HALL 392 | TR 1030AM-1150AM | This class is devoted to the archaeology and history of Anatolia (ancient Turkey) from the beginning of the Bronze Age (3000 BC) to the end of the Byzantine period (1453 AD). Emphasis will be placed on the great empires in Anatolia (Hittite, Phrygian, Lydian, Urartian, Persian, Roman, and Byzantine), and on the great cities (Troy, Sardis, Ephesus, Constantinople). The course is intended to complement the major exhibit on Gordion, the Phrygians, and Anatolian archaeology that will open at the Penn Museum in February of 2016 and run for 10 months. |
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CLST 350-301 | GREEK AND ROMAN UNIVERSE | FARRELL JR, JOSEPH | CLAUDIA COHEN HALL 203 | MW 0330PM-0500PM | This course covers the history of Greek and Roman exploration and mapping of the earth and the cosmos from the Bronze Age to Late Antiquity, together with advances in timekeeping and the measurement of time. Readings include poetic, historical, and scientific texts. |
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CLST 371-401 | GREEK & ROMAN MEDICINE | ROSEN, RALPH | CLAUDIA COHEN HALL 392 | MW 0330PM-0500PM | 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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CLST 396-401 | HIST LITERARY CRITICISM: LIT THEORY ANC TO MODERN | COPELAND, RITA | FISHER-BENNETT HALL 224 | MW 0330PM-0500PM | 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 | DAMON, CYNTHIA | CLAUDIA COHEN HALL 204 | MWF 1000AM-1100AM | Intensive Greek reading course for students in the Postbac program. This semester the text will be Plutarch's Life of Antony. There will be in-depth analysis of syntax and style. Homework, apart from the readings, will take the form of exercises, based on the readings, illustrating the nuances of Greek syntax in the hands of a master writer. |
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CLST 403-601 | POST BACC LATIN | NISHIMURA-JENSEN, JULIE | CLAUDIA COHEN HALL 203 | MW 1100AM-1200PM | Advanced study in Latin for students enrolled in the Post-Baccalaureate Program in Classical Studies. Permission of the instructor required. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
CLST 403-602 | POST BACC LATIN | GLAUTHIER, PATRICK | FISHER-BENNETT HALL 139 | F 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 435-401 | The Past Preserved: Conservation in Archaeology | GRANT, LYNN | UNIVERSITY MUSEUM 190 | TR 0300PM-0430PM |
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CLST 521-401 | TOPICS: GREEK/ROMAN ART: ROMAN POLITICAL ART | KUTTNER, ANN | JAFFE BUILDING 113 | T 0430PM-0730PM | Topic Varies. Please check website for more details. Spring 2016: Rome and its world became dense with monuments, artifacts, images, structures, spaces which addressed individual and collective concerns that we can call political. In private and public displays, these concerns included citizenship and class standing, public achievement and power, the construction of social memory, and the very nature of being Roman in a city, republic, empire. Of interest here also are the roles of women and of the empire's indigenous peoples. Such displays often engaged, too, with religion, in a providential understanding of historical event. Cases range from displays of high design, art , to seemingly crude graphic communications; all shed light on Roman visual language, and its makers, patrons and spectators. Of especial interest to students in ArtH, AAMW, AncH, ClSt, RelSt, Anthro. No prior background in ancient Roman studies or art history/archaeology requireOpen to advanced undergraduates with permission of the instructor. |
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CLST 526-401 | MAT & METHODS MED ARCH | TARTARON, THOMAS | WILLIAMS HALL 741 | M 0200PM-0500PM | 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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MAJORS ONLY | |||||||
CLST 532-401 | ANCIENT GREEK COLONIES | TARTARON, THOMAS | FISHER-BENNETT HALL 140 | T 0900AM-1200PM | This seminar examines the archaeology of Greek colonization from the Late Bronze Age to ca. 600 B.C. These colonies were highly diverse in their motivations, physical settings, and political and social structures, as well as their relationships with mother cities and the new worlds they inhabited. Emphasis is placed on the colonial experience as a cross-cultural and negotiated process. In addition to archaeological and epigraphic evidence, literary and historical traditions are examined. Colonies from the southern Balkan peninsula, Black Sea, Ionia, northern Africa, and Magna Graecia will be the focus of reading, reports, and discussion. |
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UNDERGRADUATES NEED PERMISSION | |||||||
CLST 543-401 | ARCHAEOBOTANY SEMINAR | WHITE, CHANTEL | UNIVERSITY MUSEUM 190 | W 0900AM-1200PM |
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CLST 550-640 | MLA Proseminar: The Greek and Roman Universe | FARRELL JR, JOSEPH | CLAUDIA COHEN HALL 337 | M 0530PM-0810PM | This course covers the history of Greek and Roman exploration and mapping of the earth and the cosmos from the Bronze Age to Late Antiquity, together with advances in timekeeping and the measurement of time. Readings include poetic, historical, and scientific texts. |
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CLST 552-401 | ARCHAEOMETALLURGY SEMINAR | JANSEN, JAN | UNIVERSITY MUSEUM 190 | W 0200PM-0500PM |
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CLST 568-401 | LVNG WRLD IN ARCH SCI: LIVING WORLD IN ARCHAEOLOGICAL SCIENCE |
MONGE, JANET MOORE, KATHERINE WHITE, CHANTEL |
UNIVERSITY MUSEUM 190 | TR 1200PM-0130PM | By focusing on the scientific analysis of archaeological remains, this course will explore life and death in the past. It takes place in the new Center for the Analysis of Archaeological Materials (CAAM) and is team taught in three modules: human skeletal analysis, analysis of animal remains, and analysis of plant remains. Each module will combine laboratory and classroom exercises to give students hands-on experience with archaeological materials. We will examine how organic materials provide key information about past environments, human behavior, and cultural change through discussions of topics such as health and disease, inequality, and food. |
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OBJECTS-BASED LEARNING COURSE; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO; UNDERGRADUATES NEED PERMISSION | |||||||
CLST 618-401 | BOETHIUS FROM LATE ANTIQUITY TO EARLY MODERN PERIOD: RECEPTION/REGENERATION | COPELAND, RITA | T 0700PM-1000PM | This seminar will explore the medieval and early modern reception of Boethius' Consolation of Philosophy, through literary imitations and translations, commentaries, and literary responses. To study the fortunes of the Consolation is to come to terms with one of the greatest informing influences on medieval and early modern European poetic thought. We will spend the first few weeks reading and digesting the Consolation itself, working between the Latin text and an English translation (probably using the Loeb edition). Knowledge of Latin is not required for the course, but the readings will provide ample opportunities for you to work on and with Latin as you wish. When we have read theConsolation we will explore its reception history. This will include medieval vernacular receptions (moving from early texts such as the Old English Boethius to its many appearances in Old French and Middle French, in Middle English especially in the form of Chaucer's Boece, and in any other language traditions that students want to cover); some of the remarkable commentaries on the text, and the later medieval literary apotheosis of the Consolation in Chaucer's Troilus and the "Boethian lyrics," in Thomas Usk'sTestament of Love, in Hoccleve's Regiment of Princes, and in early modern texts, including--spectacularly--the translation of the Consolation by Queen Elizabeth 1. I encourage you to bring your own interests in the Consolation to the course and suggest some reception directions for the group to take. |
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UNDERGRADUATES NEED PERMISSION | ||||||||
CLST 698-301 | PROSPECTUS WORKSHOP | WILSON, EMILY | R 1000AM-1200PM | This is a workshop to prepare students for writing the thesis in Comparative Literature and Classical Studies. |
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PERMISSION NEEDED FROM DEPARTMENT | ||||||||
GREK 015-050 | MODERN GREEK | This course is designed for students with no prior knowledge of the modern Greek Language. Instructions are theme based and is supported by a Textbook as well as other written or audiovisual material. It provides the framework for development of all communicative skills (reading, writing, comprehension and speaking) at a basic level. The course also introduces students to aspects of Modern Greek culture that are close to students' own horizon, while it exposes them to academic presentations of Greek history, arts, and current affairs. Quizzes, finals and short individual work with presentation are the testing tools. The completion of this unit does NOT satisfy the language requirement. |
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STUDY ABROAD | ||||||||||
GREK 018-680 | INTERMED MODERN GREEK II | TSEKOURA, DIMITRA | WILLIAMS HALL 303 | 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 | CLAUDIA COHEN 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 | GLAUTHIER, PATRICK | CLAUDIA COHEN HALL 237 | TR 1200PM-0130PM | This course introduces students to the Homeric dialect and the study of the Homeric poems and archaic Greek world. We will spend most of the semester reading the Odyssey. For the last few weeks of class, we will switch modes (and sometimes dialects) to read selections of archaic Greek lyric (e.g. Archilochus, Mimnermus, Theognis, Sappho). |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER | |||||||
GREK 309-301 | HELEN OF TROY | MURNAGHAN, SHEILA | CLAUDIA COHEN HALL 392 | TR 1200PM-0120PM | This seminar will focus on two of Sophocles plays, Antigone and Oedipus Rex, considering the core issues of both plays such as shifting social dynamics in the advent of democracy, the competing obligations to family and to the state, etc. as well as how these issues still speak to our modern concerns. The primary goal of this course will be to close-read these two plays in Greek, but we will also discuss different translations and representations of the plays, their respective receptions, and the theoretical movements to which they gave birth. Secondary scholarship as well as other plays of Sophocles will be read in translation. |
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GREK 401-401 | GREEK & ROMAN MEDICINE | ROSEN, RALPH | CLAUDIA COHEN HALL 392 | MW 0330PM-0500PM | 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 GRK TXT:LANG & STYLE | KER, JAMES | WILLIAMS HALL 741 | R 0100PM-0400PM | 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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FOR PHD STUDENTS ONLY | |||||||
GREK 602-401 | GRADUATE GREEK POETRY: ARISTOPHANES & OLD COM. | ROSEN, RALPH | PSYCHOLOGY LAB A30 | T 0200PM-0500PM | This graduate seminar will explore the rich and varied intellectual debates of the Classical period, using early Hippocratic texts to introduce some of the major questions that occupied contemporary thinkers. Such topics include, among others, the nature of matter and the body, the interaction of humans and environment, 'anthropology', empiricism, inference from signs, health and disease. We will focus on selections from the Greek texts of the Hippocratic 'Airs Waters Places', 'Nature of Man', 'Sacred Disease', 'On Ancient Medicine', and Epidemics in their relation to other contemporary authors, such as Herodotus, Thucydides, assorted Presocratics and Sophists, and Plato. |
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FOR PHD STUDENTS ONLY | |||||||
LATN 102-301 | ELEMENTARY LATIN II | ATKINS, ADRIENNE | CLAUDIA COHEN HALL 237 | MWF 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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LATN 102-302 | ELEMENTARY LATIN II | CONDELL, MORGAN | CLAUDIA COHEN HALL 237 | MWF 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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LATN 102-601 | ELEMENTARY LATIN II | FARRELL JR, JOSEPH | WILLIAMS HALL 216 | 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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LATN 204-301 | INTERMED LATIN: POETRY | LEWIS, AMY | CLAUDIA COHEN HALL 203 | MWF 1000AM-1100AM | Prerequisite(s): LATN 203 or equivalent (such as placement score of 600). Continuous reading of several Latin authors in poetry (e.g., Ovid, Virgil, Horace) as well as some more complex prose, in combination with ongoing review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style and style of the selected authors, will be able to tackle previously unseen unseen passages by them, and will be able to discuss language and interpretation. Note: Completion of Latin 204 with C- or higher fulfills Penn's Foreign Language Requirement. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER | |||||||
LATN 204-302 | INTERMED LATIN: POETRY | PERSYN, MARCIE | WILLIAMS HALL 318 | 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 | |||||||
LATN 204-601 | INTERMED LATIN: POETRY | GLAUTHIER, PATRICK | WILLIAMS HALL 316 | 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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LATN 309-301 | TOPICS: LATIN LITERATURE: LETTERS OF COMPLAINT | KER, JAMES | CHEMISTRY BUILDING 119 | 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. Assignments will include syntactic and literary analysis on a daily basis, a midterm, a paper, and a final exam. Topic for Spring 2017: The Fables of Phaedrus The poet Phaedrus lived in the early imperial period. To avoid offending the powerful, he composed animal fables in the style of the Aesop. His simple style masks his very interesting reflections on the tensions that existed between intellectuals and the state, and on the possibility of speaking freely under the Empire. Along with Phaedrus' poetry, we will consider other examples of animal lore, Aesopic fables, and related genres in Latin literature. |
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LATN 620-301 | PLINY'S NATURAL HISTORY | DAMON, CYNTHIA | CLAUDIA COHEN HALL 237 | F 0200PM-0500PM | We will read selections from Pliny's monumental Natural History with attention to language, literary tradition, historical context, and intellectual impact. |
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FOR PHD STUDENTS ONLY |