Courses for Spring 2019

Title Instructor Location Time All taxonomy terms Description Section Description Cross Listings Fulfills Registration Notes Syllabus Syllabus URL Course Syllabus URL
ANCH 027-401 ANCIENT ROME GREY, CAMPBELL DAVID RITTENHOUSE LAB A1 MW 1200PM-0100PM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
    History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES
    ANCH 027-402 RECITATION DIETRICH, MAXWELL DAVID RITTENHOUSE LAB 2N36 R 0900AM-1000AM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
      History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
      ANCH 027-405 RECITATION WARNOCK, TIMOTHY 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.
        History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
        ANCH 027-406 RECITATION WEST, KYLE 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.
          History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
          ANCH 027-409 RECITATION DIETRICH, MAXWELL JAFFE BUILDING B17 F 1100AM-1200PM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
            History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
            ANCH 027-410 RECITATION WEST, KYLE WILLIAMS HALL 321 F 1200PM-0100PM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
              History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
              ANCH 027-412 RECITATION WARNOCK, TIMOTHY WILLIAMS HALL 316 F 1200PM-0100PM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
                History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                ANCH 027-789 RECITATION The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
                  History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; SENIOR ASSOCIATES
                  ANCH 046-401 MYTHS & RELIG ANC WORLD FRAME, GRANT WILLIAMS HALL 216 MW 0330PM-0500PM This course will survey the religions of the ancient Middle East, situating each in its historical and socio-cultural context and focusing on the key issues of concern to humanity: creation, birth, the place of humans in the order of the universe, death, and destruction. The course will cover not only the better-known cultures from the area, such as Egypt and Mesopotamia, but also some lesser-known traditions, such as those of the Hurrians, or of the ancient Mediterranean town of Ugarit. Religion will not be viewed merely as a separate, sealed-off element of the ancient societies, but rather as an element in various cultural contexts, for example, the relationship between religion and magic and the role of religion in politics will be recurring topics in the survey. Background readings for the lectures will be drawn not only from the modern scholarly literature, but also from the words of the ancients themselves in the form of their myths, rituals, and liturgies.
                    History & Tradition Sector (all classes) CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CROSS-CULTURAL ANALYSIS
                    ANCH 136-401 THE ANCIENT ECONOMY BOWES, KIMBERLY CLAUDIA COHEN HALL 392 TR 1200PM-0130PM This class presents an introduction to economies before economics, a study of economic activity in the Greco-Roman world. Ancient Greece and Rome have been called some of the first "global" economies - they engaged in long-distance trade, introduced the first coinage systems, and built and manufactured at large scales. At the same time, they remained agrarian societies, with majority peasant populations, high levels of inequality and social systems that often placed social capital ahead of profit. Using textual sources, archaeology and techniques from the natural and social sciences, this class will not only look at basic elements of economic activity in the ancient world - demographics, trade, monetization, industry - but also ask critical questions about how - or if -modern economic methods can be applied to the distant past. No previous knowledge of the ancient world or economics is necessary.
                      Hum & Soc Sci Sector (new curriculum only) HUMANITIES & SOCIAL SCIENCE SECTOR
                      ANCH 303-401 POWER AND PERIL WILKER, JULIA
                      DOHRMANN, NATALIE
                      FISHER-BENNETT HALL 222 TR 0300PM-0430PM We imagine ancient Greece and Rome as the cradles of democracy and republicanism, early Judea as a pious theocracy, but monarchy was the most common and prevalent form of government in antiquity (and the premodern world in general). In this class, we will take a special look at kinship among the Jews, Greeks, and Romans to assess and discuss similarities, differences, and mutual influences. In all these cultures, the king was a polarizing figure in reality and in conception. On the one hand, some revered the monarch as ideal leader, and monarchy provided the language with which to describe and even imagine the very gods. On the other, monarchs were widely reviled in both theory and practice, from the Greek tyrants to biblical Saul. The Emperor Augustus loudly denied his own affinity to the office of king, even as he ruled alone and was revered as a god. In other words, kings stood both for the ideal and the worst form of government. This class confronts the paradox of monarchical rule and will, through the lens of the king, explore ideas of god, government, human frailty, and utopianism.
                        BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR
                        ANCH 604-301 PROVINCIAL PERSPECTIVES WILKER, JULIA WILLIAMS HALL 723 W 0200PM-0500PM Most of the primary sources available to us are commonly taken to reflect the ideology, concepts, and realities of Roman imperial rule through the lenses of the central power. However, a number of sources provide insights into how provincials and imperial subjects perceived the empire and their own status within its political, cultural, and social frameworks. In this seminar, we will focus on how ethnic, religious, cultural, and regional identities were developed, maintained, adapted, and interpreted within and in reaction to the empire in concept and reality. Historiographical and auto-ethnographic works, orations, philosophical, and religious texts reflect different attitudes towards the imperial center, ranging from open hostility and frustrated acceptance to praise and identification. Texts to be discussed include canonical works (Polybius, Dionysius of Halicarnassus, Second Sophistic) as well as lesser-known texts and authors. Special emphasis will be laid on scholarly approaches, including concepts of identity, hybridization and cultural change, the dynamics of imperial integration, and the (de-)construction of modern narratives of Romanization.
                          CLST 020-401 PLATO: DEMCY & PWER RHET REESE, BRIAN PSYCHOLOGY LAB B35 MW 0200PM-0330PM If you aspired to a political career in ancient Athens, public speaking was an essential skill. Athens was a direct democracy, which meant that having the ability to win over your fellow citizens was tantamount to political success. Young, ambitious citizens would therefore pay handsomely to study with rhetoricians, who professed to teach this all-important skill. Plato, however, was famously wary of the power of rhetoric. In this class, we will read selections from Plato's dialogues in which many of the most prominent rhetoricians are engaged in discussion with Socrates about the nature of rhetoric, as well as its potential benefits and pitfalls. Students will then assume the role of citizens charged with speaking before the Athenian Assembly on various subjects. This will likely include a recreation of the trial of Socrates, who was himself accused of using rhetoric to make the weaker argument the stronger. By examining democracy at its threshold, and the power wielded by rhetoricians within a democracy, this CWiC seminar aims to provide both the context and the perspective to consider its later evolution. Grades will be based on at least two oral presentations, as well as general participation in other classroom activities.
                            CLST 027-401 ANCIENT ROME GREY, CAMPBELL DAVID RITTENHOUSE LAB A1 MW 1200PM-0100PM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
                              History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES
                              CLST 027-402 RECITATION DIETRICH, MAXWELL DAVID RITTENHOUSE LAB 2N36 R 0900AM-1000AM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
                                History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
                                CLST 027-405 RECITATION WARNOCK, TIMOTHY 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.
                                  History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
                                  CLST 027-406 RECITATION WEST, KYLE 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.
                                    History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
                                    CLST 027-409 RECITATION DIETRICH, MAXWELL JAFFE BUILDING B17 F 1100AM-1200PM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
                                      History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
                                      CLST 027-410 RECITATION WEST, KYLE WILLIAMS HALL 321 F 1200PM-0100PM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
                                        History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
                                        CLST 027-412 RECITATION WARNOCK, TIMOTHY WILLIAMS HALL 316 F 1200PM-0100PM The Roman Empire was one of the few great world states-one that unified a large area around the Mediterranean Sea-an area never subsequently united as part of a single state. Whereas the great achievements of the Greeks were in the realm of ideas and concepts (democracy, philosophy, art, literature, drama) those of the Romans tended to be in the pragmatic spheres of ruling and controlling subject peoples and integrating them under the aegis of an imperial state. Conquest, warfare, administration, and law making were the great successes of the Roman state. We will look at this process from its inception and trace the formation of Rome's Mediterranean empire over the last three centuries BC; we shall then consider the social, economic and political consequences of this great achievement, especially the great political transition from the Republic (rule by the Senate) to the Principate (rule by emperors). We shall also consider limitations to Roman power and various types of challenges, military, cultural, and religious, to the hegemony of the Roman state. Finally, we shall try to understand the process of the development of a distinctive Roman culture from the emergence new forms of literature, like satire, to the gladiatorial arena as typical elements that contributed to a Roman social order.
                                          History & Tradition Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                          CLST 029-301 ROME & AMERICA GREY, CAMPBELL CLAUDIA COHEN HALL 493 MW 0330PM-0500PM This course explores a range of social structures and contexts, cultural understandings and intellectual practices where the influence of Roman exemplars is discernible in both historical and present-day America. It presents students with Roman and American materials placed in explicit or implicit dialog with one another: e.g., descriptions and discussions of political processes and structures; attitudes towards games, public entertainments, and communal cohesion; rhetorics and vocabularies of public space. Among other tasks and projects, students will stage a 'reimagination' of the Constitutional (Philadelphia) Convention of 1787, which resulted in the United States Constitution. They will also emulate ancient moralists and satirists, who attacked Rome's 'Bread and Circuses' culture, by focusing their attention upon comparable practices in modern America.
                                            CROSS CULTURAL ANALYSIS; FRESHMAN SEMINAR; CROSS-CULTURAL ANALYSIS; FRESHMAN SEMINAR
                                            CLST 100-050 CLASSICAL MYTHOLOGY Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                              Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; ARTS & LETTERS SECTOR; STUDY ABROAD
                                              CLST 100-401 GREEK & ROMAN MYTHOLOGY STRUCK, PETER COLLEGE HALL 200 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; ARTS & LETTERS SECTOR; CROSS-CULTURAL ANALYSIS
                                                CLST 100-402 RECITATION CROSBY, DANIEL WILLIAMS HALL 220 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                  Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                  CLST 100-403 RECITATION ABBOTT, BENJAMIN WILLIAMS HALL 214 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                    Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                    CLST 100-404 RECITATION KAISER, JOHANNA 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                      Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                      CLST 100-405 RECITATION SOMERVILLE, MARY WILLIAMS HALL 301 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                        Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                        CLST 100-406 RECITATION ABBOTT, BENJAMIN WILLIAMS HALL 319 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                          Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                          CLST 100-407 RECITATION KAISER, JOHANNA 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                            Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                            CLST 100-408 RECITATION CROSBY, DANIEL WILLIAMS HALL 220 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                              Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                              CLST 100-409 RECITATION SOMERVILLE, MARY WILLIAMS HALL 216 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? We investigate these questions through a variety of topics creation of the universe between gods and mortals, religion and family, sex, love, madness, and death.
                                                                Arts & Letters Sector (all classes) SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                                CLST 123-001 GREAT DISCOV ARCHAEOLOGY TARTARON, THOMAS FISHER-BENNETT HALL 231 TR 1030AM-1200PM In this course, we examine famous (Pompeii, Troy, Machu Picchu) and not-so-famous (Uluburun, Kalamianos) archaeological sites, mainly in the Old World of the Mediterranean, Near East, and Asia, but also in the New World of North and South America. We adopt a thematic and comparative approach to delve deeper to explore these societies and examine cultural similarities and differences across the ancient world. A typical sequence of meetings will begin with lecture on a particular theme, such as Writing Systems or Sacred Spaces and Places, followed by the presentation of relevant monuments, sites, or regions from different parts of the world, with discussion and assessment of the cross-cultural similarities and differences. In this way, both the great diversity of culture in our world, as well as our underlying similarities, can be revealed. How different are we from our ancestors who lived hundreds or thousands of years ago? Museum visits and exercises will allow students to engage with the material creations of these civilizations. CLST 123 is a non-technical introduction for students interested in archaeology, history, art history, anthropology, or related subjects. There are no prerequisites. The course fulfills the Cross Cultural Analysis foundational requirement.
                                                                  CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
                                                                  CLST 127-401 MATERIAL PAST DIG WORLD FRENCH, EMILY CLAUDIA COHEN HALL 337 TR 0130PM-0300PM The material remains of the human past -objects and spaces- provide tangible evidence of past people's lives. Today's information technologies improve our ability to document, study, and present these materials. But what does it mean to deal with material evidence in a virtual context? In this class, students will learn basic digital methods for studying the past while working with objects, including those in the collections of the Penn Museum. This class will teach relational database design and 3D object modeling. As we learn about acquiring and managing data, we will gain valuable experience in the evaluation and use of digital tools. The digital humanities are a platform both for learning the basic digital literacy students need to succeed in today's world and for discussing the human consequences of these new technologies and data. We will discuss information technology's impact on the study and presentation of the past, including topics such as public participation in archaeological projects, educational technologies in museum galleries, and the issues raised by digitizing and disseminating historic texts and objects. Finally, we will touch on technology's role in the preservation of the past in today's turbulent world. No prior technical experience is required, but we hope students will share an enthusiasm for the past.
                                                                    CLST 136-401 THE ANCIENT ECONOMY BOWES, KIMBERLY CLAUDIA COHEN HALL 392 TR 1200PM-0130PM This class presents an introduction to economies before economics, a study of economic activity in the Greco-Roman world. Ancient Greece and Rome have been called some of the first "global" economies - they engaged in long-distance trade, introduced the first coinage systems, and built and manufactured at large scales. At the same time, they remained agrarian societies, with majority peasant populations, high levels of inequality and social systems that often placed social capital ahead of profit. Using textual sources, archaeology and techniques from the natural and social sciences, this class will not only look at basic elements of economic activity in the ancient world - demographics, trade, monetization, industry - but also ask critical questions about how - or if -modern economic methods can be applied to the distant past. No previous knowledge of the ancient world or economics is necessary.
                                                                      Hum & Soc Sci Sector (new curriculum only) HUMANITIES & SOCIAL SCIENCE SECTOR
                                                                      CLST 191-401 WORLD LITERATURE PREMOLI, MARTIN
                                                                      IRELE, AUGUSTA
                                                                      JAFFE BUILDING B17 M 0200PM-0500PM This course will introduce students to a wide array of literary works from across the world. It operates on the assumption that cultures have never been isolated from each other and that literature has always been in motion across national boundaries; it has been translated, adapted, and circulated. We will explore the genres, forms, and thematic preoccupations of major works that strive to imagine a wider world, while also studying the critical debates around the concept of world literature, from its origins with Goethe's essay on Weltliteratur to contemporary arguments about cosmopolitanism and globalization.
                                                                        CLST 220-401 GREEK ART AND ARTIFACT KUTTNER, ANN JAFFE BUILDING B17 TR 1030AM-1200PM This course surveys Greek art and artifacts from Sicily to the Black Sea from the 10th century BCE to the 2nd century BCE, including the age of Alexander and the Hellenistic Kingdoms. Public sculpture and painting on and around grand buildings and gardens, domestic luxury arts of jewelry, cups and vases, mosaic floors, and cult artefacts are discussed. Also considered are the ways in which heroic epic, religious and political themes are used to engaged viewers' emotions and served both domestic and the public aims. We discuss the relationships of images and things to space and structure, along with ideas of invention and progress, and the role of monuments, makers and patrons in Greek society.
                                                                          CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS
                                                                          CLST 228-301 EXCAV. ANCIENT CITIES ROSE, CHARLES COLLEGE HALL 311A TR 0300PM-0430PM The instructor has spent the last 30 years excavating the Turkish sites of Troy and Gordion, the latter of which has been explored under Penns sponsorship. The former was famous in antiquity as the site of the Trojan War; the latter served as the capital of the Phrygian Kingdom, ruled by Midas. Both of these are multi-period sites, with nine settlements built above each other during more than four millennia, and determining the chronology and appearance of each settlement has consistently been controversial. In this course we will examine the history of both sites, focusing on the problems of archaeological interpretation. Students will be placed in the position of the archaeologist and charged with re-interpreting the existing archaeological evidence.
                                                                            CLST 268-401 LVNG WRLD IN ARCH SCI: LIVING WORLD IN ARCHAEOLOGICAL SCIENCE MOORE, KATHERINE
                                                                            MONGE, JANET
                                                                            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.
                                                                              OBJECTS-BASED LEARNING COURSE; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO
                                                                              CLST 298-050 CLASSICAL CULTURE: AN INTRODUCTION
                                                                                STUDY ABROAD
                                                                                CLST 298-051 ART AND ARCHEOLOGY OF ROME
                                                                                  STUDY ABROAD
                                                                                  CLST 298-052 ROMAN BRITAIN
                                                                                    STUDY ABROAD
                                                                                    CLST 298-053 ANCIENT CITY: ART & ARCHITECTURE
                                                                                      STUDY ABROAD
                                                                                      CLST 298-054 ANCIENT CITY: POL/SOC/CUL
                                                                                        STUDY ABROAD
                                                                                        CLST 298-055 ELEMENTARY ITALIAN
                                                                                          STUDY ABROAD
                                                                                          CLST 298-056 CONSERVATION AND MANAGEMENT OF THE MATERIAL HERITAGE OF ANCIENT ROME
                                                                                            STUDY ABROAD
                                                                                            CLST 310-301 Ancient and Modern Constitution Making MULHERN, JOHN CLAUDIA COHEN HALL 392 MW 0200PM-0330PM Constitutionmaking reemerged as an urgent issue with the transformation of colonial empires after World War II, the collapse of the Soviet empire in 1991, and nationalist movements in the Balkans, the British Isles, and the European Union. It has remained important 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, but its success has been uneven when it comes to reducing political conflict and to 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 constitutionmaking tradition as it develops in the main ancient texts, which are read in English translation. The course traces this tradition through the classically trained thinkers of the Seventeenth Century, the American colonial compacts and covenants, the so-called state constitutions, and the debates in the U.S. Constitutional Convention up to recent efforts in, for example, Zimbabwe (2013) or Egypt (2014).
                                                                                              BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR
                                                                                              CLST 338-401 POWER AND PERIL WILKER, JULIA
                                                                                              DOHRMANN, NATALIE
                                                                                              FISHER-BENNETT HALL 222 TR 0300PM-0430PM We imagine ancient Greece and Rome as the cradles of democracy and republicanism, early Judea as a pious theocracy, but monarchy was the most common and prevalent form of government in antiquity (and the premodern world in general). In this class, we will take a special look at kinship among the Jews, Greeks, and Romans to assess and discuss similarities, differences, and mutual influences. In all these cultures, the king was a polarizing figure in reality and in conception. On the one hand, some revered the monarch as ideal leader, and monarchy provided the language with which to describe and even imagine the very gods. On the other, monarchs were widely reviled in both theory and practice, from the Greek tyrants to biblical Saul. The Emperor Augustus loudly denied his own affinity to the office of king, even as he ruled alone and was revered as a god. In other words, kings stood both for the ideal and the worst form of government. This class confronts the paradox of monarchical rule and will, through the lens of the king, explore ideas of god, government, human frailty, and utopianism.
                                                                                                BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR
                                                                                                CLST 345-301 ANCIENT EPIC POETRY STRUCK, PETER FISHER-BENNETT HALL 323 MW 0200PM-0330PM Admission to this course is by application only. It is a collaboration between Penn and Yale-NUS in Singapore. It will require travel to study in Singapore during Penn's Spring Break 2019. Seminars on both campuses will focus on five complete epics, Gilgamesh, the Iliad, Odyssey, Ramayana, and Aeneid. In addition to regular class times, it will also require additional evening meetings for plenary sessions via teleconference with Singapore. We will work with a mix of lectures, discussions, and group work with teams drawn from both campuses. Yale-NUS will travel to Philadelphia to join Penn students in face-to-face class sessions, and in additional cultural of events, at Penn and in Philadelphia, including work in the Penn Museum. Penn students will also fly over to meet Yale-NUS students for a week that mirrors the Philadelphia experience, with attendance in classes, and cultural events, including the Asian Civilizations Museum. Part of the expectation for the class is that each group will help host the others as they visit. Course grades will consist in a combination of sole-authored papers and collaborative projects. There will be a limited amount of grant money available to subvene travel for students. We will work with financial aid to determine need. Up-to-date passports are required for the course. Prerequisite: IMPORTANT - APPLICATION REQUIRED: Use the link in "Additional course information". ***PLEASE CLICK THE LINK UNDER SYLLABUS TO APPLY FOR THIS COURSE*** Admission to this course is by application only. It is a collaboration between Penn and Yale-NUS in Singapore. It will require travel to study in Singapore during Penn's Spring Break 2019. Seminars on both campuses will focus on five complete epics, Gilgamesh, the Iliad, Odyssey, Ramayana, and Aeneid. In addition to regular class times, it will also require additional evening meetings for plenary sessions via teleconference with Singapore. We will work with a mix of lectures, discussions, and group work with teams drawn from both campuses. Yale-NUS will travel to Philadelphia to join Penn students in face-to-face class sessions, and in additional cultural of events, at Penn and in Philadelphia, including work in the Penn Museum. Penn students will also fly over to meet Yale-NUS students for a week that mirrors the Philadelphia experience, with attendance in classes, and cultural events, including the Asian Civilizations Museum. Part of the expectation for the class is that each group will help host the others as they visit. Course grades will consist in a combination of sole-authored papers and collaborative projects. There will be a limited amount of grant money available to subvene travel for students. We will work with financial aid to determine need. Up-to-date passports are required for the course.
                                                                                                  BENJAMIN FRANKLIN SEMINARS; PERMISSION NEEDED FROM INSTRUCTOR; BENJAMIN FRANKLIN SEMINAR
                                                                                                  CLST 396-401 HISTORY LITERARY CRIT COPELAND, RITA DAVID RITTENHOUSE LAB 3N6 TR 1200PM-0130PM 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). In the second half of the course we will turn to modern concerns by looking at the literary (or "art") theories of some major philosophers and theorists: Kant, Hegel, Marx, Nietzsche, Freud, and Walter Benjamin. We end the course in the mid-twentieth century. The purpose driving this course is to consider closely how this tradition generated questions that are still with us, such as: what is the act of interpretation; what is the "aesthetic"; what is "imitation" or mimesis; and how are we to know an author's intention. During the semester there will be four short writing assignments in the form of analytical essays (3 pages each). Students may use these small essays to build into a long piece of writing 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.
                                                                                                    BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR
                                                                                                    CLST 402-601 POST BACC:GREEK MURNAGHAN, SHEILA WILLIAMS HALL 421 MW 0200PM-0330PM Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students.
                                                                                                      SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                                                                      CLST 402-602 RECITATION WILLIAMS HALL 219 F 1000AM-1100AM Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students.
                                                                                                        SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                                                                        CLST 403-601 POST BACC LATIN NISHIMURA-JENSEN, JULIE CLAUDIA COHEN HALL 493 MW 1100AM-1200PM Intensive Latin reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students.
                                                                                                          SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                                                                          CLST 403-602 RECITATION CLAUDIA COHEN HALL 493 F 1100AM-1200PM Intensive Latin reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students.
                                                                                                            SECTION ACTIVITY CO-REQUISITE REQUIRED
                                                                                                            CLST 419-401 MINING ARCHAEOLOGY JANSEN, JAN UNIVERSITY MUSEUM 190 W 0200PM-0500PM In ancient times, materials such as stone and metals were used to produce artifacts including pigments, jewelry, tools, and weapons. This course is designed to introduce students to research on the early exploitation of mineral resources. Which techniques were used to access and process raw materials in antiquity? Which archaeological methods can be used to investigate these features and artifacts? The course will provide worldwide examples through time, ranging from Stone Age flint mining, Iron Age rock salt mining to Medieval silver mining. Ethnographic studies and hands-on activities will contribute to our understanding of mining in archaeology, and artifacts from the Museum's collections will undergo scientific analysis in the Center for the Analysis of Archaeological Materials. Prerequisite: Desired but not mandatory: ANTH 221/521 Material World in Archaeological Science
                                                                                                              CLST 425-401 LATE ANTIQUE ARTS KUTTNER, ANN JAFFE BUILDING B17 TR 0600PM-0730PM What is 'Late Antiquity'? In 312 when Roman emperor Constantine inaugurated a Christian empire, 'Roman' culture was centuries old. The period ca. 200-650 CE saw profound transformations that launched Medieval, Byzantine and Islamic traditions. In this epoch of economic and political upheaval destruction was frequent but partial: Rome long survived, Constantine's 'new Rome,' Constantinople flourished, and around the Empire both proto-global visual culture and local forms prospered. Roman cultural models authorized both innovation and passion for tradition, in forms and styles: we critique art-historical models for Late Antique 'decline', analyse habits of material reuse and curation, and look at new Christian and Jewish roles for Roman things as well as polytheist visual survival. Foreign allies and enemies, and new peoples invading an already polyethnic Empire, interacted with Greco-Roman Late Antiquity: we visit arts of Sasanian and Islamic empires east and south, and 'barbarian' domains in Africa, Europe, Britain. Media discussed, for sacred, courtly, domestic, funerary, political and civic spaces and structures include not just 'monumental' painting, mosaic, sculpture, but also objects of silver, ceramic, ivory, figural textile, glass; painted books; jewelry; mass-media artifacts like coins and pilgrimage tokens. We also study Late Antique texts on art, objects, space and viewership.
                                                                                                                CLST 512-401 Petrography of Cultural Materials BOILEAU, MARIE-CLAUDE UNIVERSITY MUSEUM 169 W 1000AM-0100PM Introduction to thin-section petrography of stone and ceramic archaeological materials. Using polarized light microscopy, the first half of this course will cover the basics of mineralogy and the petrography of igneous, metamorphic and sedimentary rocks. The second half will focus on the petrographic description of ceramic materials, mainly pottery, with emphasis on the interpretation of provenance and technology. As part of this course, students will characterize and analyze archaeological samples from various collections. Prior knowledge of geology is not required.
                                                                                                                  CLST 568-401 LVNG WRLD IN ARCH SCI: LIVING WORLD IN ARCHAEOLOGICAL SCIENCE MOORE, KATHERINE
                                                                                                                  MONGE, JANET
                                                                                                                  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.
                                                                                                                    OBJECTS-BASED LEARNING COURSE; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO; UNDERGRADUATES NEED PERMISSION
                                                                                                                    CLST 610-401 CLSL RECEPTION MIDAGES: GLOSS AND COMMENTARY COPELAND, RITA VAN PELT LIBRARY 626 M 0300PM-0600PM Gloss and commentary are the sinews and nerve system of medieval textuality. But so pervasive are these forms that we often take them for granted, consulting them for the data they can yield up about interpretive trends and future literary production. In this seminar we will look more closely at the formal, rhetorical, and material history of gloss and commentary, from late antiquity to the later Middle Ages, in Latin and vernacular traditions, in sacred and secular domains. We will also look at some non-Western fields of sacred commentary, including Quranic exegesis, the Eastern Orthodox Church, and the Hebrew bible, as well as any fields that the students in the seminar want to investigate. We will approach this subject through manuscripts in the Penn collections and from other collections online. The main topics we will cover can be summarized as follows: terminologies, formal properties, and character of gloss and commentary; the nature of large free-standing commentaries and examples of learned and literary texts that supported this particular form of critical approach; and interactions between text and commentary that gave rise to important theoretical understandings of letter and sense, literal and figurative (or allegorical) interpretation, authorial intention, and the interpretive control of the commentator. More particularly we will look at late antique and medieval definitions of gloss and commentary; ideological appropriations through the power of the gloss; the layout of commentaries (interlinear and marginal commentary vs. free-standing); commentators prologues; and the self-marking of commentators. What do expositors call their commentaries and how do they name their own roles? Under what constraints (legal, theological, philological) do commentators labor, and how do they mark those constraints? What conventions emerge for denoting commentative intertextuality? What kinds of texts tend to support free-standing commentaries, and under what conditions does a marginal commentary become a free-standing commentary? And finally, how does a successful commentary transform the reception of a literary or sacred text, or an intellectual tradition, and what role does its formal rhetoric play in reshaping the understanding of a text? We can (and will) cover these topics through glosses and commentaries that have been translated into English (or through English-language studies on them); but students who know various premodern languages can take these questions further into their own fields (and the readings can be adjusted according to individual inclinations). Non-medievalists are welcome. Classicists will find much to think about in studying medieval commentaries on classical texts; and early modernists/modernists will find important insights for their own work on the ages of print by studying the technologies of manuscript annotation and transmission. I hope that students working in non-Western traditions will find this seminar useful for their thinking and that they will present their materials to the group. We will also have ample opportunity to look at the importation of gloss and commentary systems into vernacular literatures. (Although this seminar is scheduled to finish at 6.00, we will finish at the latest by 5.30 to allow participants to attend History of Material Text seminars. We will meet in the Kislak Center.) Gloss and commentary are the sinews and nerve system of medieval textuality. But so pervasive are these forms that we often take them for granted, consulting them for the data they can yield up about interpretive trends and future literary production. In this seminar we will look more closely at the formal, rhetorical, and material history of gloss and commentary, from late antiquity to the later Middle Ages, in Latin and vernacular traditions, in sacred and secular domains. We will also look at some non-Western fields of sacred commentary, including Qur’anic exegesis, the Eastern Orthodox Church, and the Hebrew bible, as well as any fields that the students in the seminar want to investigate. We will approach this subject through manuscripts in the Penn collections and from other collections online. The main topics we will cover can be summarized as follows: terminologies, formal properties, and character of gloss and commentary; the nature of large free-standing commentaries and examples of learned and literary texts that supported this particular form of critical approach; and interactions between text and commentary that gave rise to important theoretical understandings of letter and sense, literal and figurative (or allegorical) interpretation, authorial intention, and the interpretive control of the commentator. More particularly we will look at late antique and medieval definitions of gloss and commentary; ideological appropriations through the power of the gloss; the layout of commentaries (interlinear and marginal commentary vs. free-standing); commentators’ prologues; and the self-marking of commentators. What do expositors call their commentaries and how do they name their own roles? Under what constraints (legal, theological, philological) do commentators labor, and how do they mark those constraints? What conventions emerge for denoting commentative intertextuality? What kinds of texts tend to support free-standing commentaries, and under what conditions does a marginal commentary become a free-standing commentary? And finally, how does a successful commentary transform the reception of a literary or sacred text, or an intellectual tradition, and what role does its formal rhetoric play in reshaping the understanding of a text? We can (and will) cover these topics through glosses and commentaries that have been translated into English (or through English-language studies on them); but students who know various premodern languages can take these questions further into their own fields (and the readings can be adjusted according to individual inclinations). Non-medievalists are welcome. Classicists will find much to think about in studying medieval commentaries on classical texts; and early modernists/modernists will find important insights for their own work on the ages of print by studying the technologies of manuscript annotation and transmission. I hope that students working in non-Western traditions will find this seminar useful for their thinking and that they will present their materials to the group. We will also have ample opportunity to look at the importation of gloss and commentary systems into vernacular literatures.
                                                                                                                      CLST 636-401 APPROACHES TO LITERARY TEXTS VERKHOLANTSEV, JULIA VAN PELT LIBRARY 627 F 1100AM-0200PM Most seminars focus on literary texts composed during a single historical period;this course is unusual in inviting students to consider the challenges of approaching texts from a range of different historical eras. Taught by a team of literary specialists representing diverse periods and linguistic traditions and conducted as a hands-on workshop, this seminar is designed to help students of literature gain expertise in analysis and interpretation of literary works across the boundaries of time, geography, and language, from classic to modern. Students will approach literature as a historical discipline and learn about key methodological issues and questions that specialists in each period and field ask about texts that their disciplines study. The diachronic and cross-cultural perspectives inform discussions of language and style, text types and genres, notions of alterity, fictionality, literariness, symbolism, intertextuality, materiality, and interfaces with other disciplines. This is a unique opportunity to learn in one course about diverse literary approaches from specialists in different fields. Master classes are taught by Kevin Brownlee, Linda Chance, Eva del Soldato, Huda Fakhreddine, Scott Francis, Nili Gold, Bridget Murnghan, Deven Patel, Kevin Platt, Michael Solomon, Emily Steiner, Julia Verkholantsev, and Emily Wilson.
                                                                                                                        CLST 698-401 PROSPECTUS WORKSHOP STRUCK, PETER
                                                                                                                        KER, JAMES
                                                                                                                        FISHER-BENNETT HALL 25 T 0900AM-1200PM Designed to prepare graduates in any aspect of study in the ancient world to prepare for the dissertation prospectus. Course will be centered around individual presentations and group critique of prospectus' in process, as well the fundamentals of large-project research design and presentation.
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                                                                                                                          CLST 700-401 GEOARCHAEOLOGY TARTARON, THOMAS R 0100PM-0400PM In this course, students will learn the basic concepts of earth systems and explore the ways that archaeologists use various environmental sciences (e.g., geomorphology, limnology, palynology, and dendroclimatology) and paleoecological modeling in their research. The course will include lectures and laboratory activities on the basics of geology, including surficial geology, rock and mineral identification, geomorphology and soils, sedimentation and stratigraphy, as well as a systematic review of depositional environments and their archaeological potential. A series of archaeological case studies will illustrate the application of these concepts in real-world field archaeology.
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                                                                                                                            GREK 015-050 BEGINNING MODERN GREEK LANGUAGE AND CULTURE This course is designed for students with no prior knowledge of the modern Greek Language. Instructions are theme based and is supported by a Textbook as well as other written or audiovisual material. It provides the framework for development of all communicative skills (reading, writing, comprehension and speaking) at a basic level. The course also introduces students to aspects of Modern Greek culture that are close to students' own horizon, while it exposes them to academic presentations of Greek history, arts, and current affairs. Quizzes, finals and short individual work with presentation are the testing tools. The completion of this unit does NOT satisfy the language requirement. Prerequisite: Offered through Penn Language Center.
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                                                                                                                              GREK 015-051 MODERN GREEK LANGUAGE I This course is designed for students with no prior knowledge of the modern Greek Language. Instructions are theme based and is supported by a Textbook as well as other written or audiovisual material. It provides the framework for development of all communicative skills (reading, writing, comprehension and speaking) at a basic level. The course also introduces students to aspects of Modern Greek culture that are close to students' own horizon, while it exposes them to academic presentations of Greek history, arts, and current affairs. Quizzes, finals and short individual work with presentation are the testing tools. The completion of this unit does NOT satisfy the language requirement. Prerequisite: Offered through Penn Language Center.
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                                                                                                                                GREK 016-680 ELEM MODERN GREEK II TSEKOURA, DIMITRA WILLIAMS HALL 438 MW 0500PM-0700PM Continuation of Elementary Modern Greek I, with increased emphasis on reading and writing. Prerequisite: Offered through Penn Language Center. This section is reserved for heritage learners or by permission of instructor.
                                                                                                                                  GREK 017-050 INTERMEDIATE MODERN GREEK LANGUAGE This course is designed for students with an elementary knowledge of Demotic Modern Greek, and aims mainly at developing oral expression, reading and writing skills. Offered through Penn Language Center.
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                                                                                                                                    GREK 102-301 ELEM CLASSICAL GREEK II NISHIMURA-JENSEN, JULIE CLAUDIA COHEN HALL 237 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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                                                                                                                                      GREK 116-680 GREEK/HERITAGE SPKRS II TSEKOURA, DIMITRA WILLIAMS HALL 302 TR 0430PM-0600PM It is the continuation of GREK 115 with completing Grammar (passive voice as well as unusual nouns and adjectives etc.,) and adding more challenging reading and writing material. The completion of this course satisfies the language requirement. ALL students completing the HSI GREK 115 are eligible toenroll. ALL OTHERS will have to take a placement test.
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                                                                                                                                        GREK 204-301 INTERMED GREEK: POETRY TRAWEEK, ALISON CLAUDIA COHEN HALL 237 TR 1200PM-0130PM An introduction to the reading, interpretation, and translation of Greek poetryand Homeric Greek through close attention to sections of Homer's Iliad.
                                                                                                                                          GREK 309-301 TOPICS: GREEK LITERATURE: HYMNIC POETRY NISHIMURA-JENSEN, JULIE CLAUDIA COHEN HALL 493 MWF 1000AM-1100AM In this course, we will read the four major Homeric hymns and five Callimacheanhymns, with briefer examinations of the minor Homeric hymns and Orphic hymns. Some of the questions that will arise from our readings include the contexts for which they were composed, the literary and religious relationship of humans and gods, mythopoetics, and the differences in dialect and language between the works.
                                                                                                                                            GREK 540-301 THE GREEK TEXT: SYMPOSIUM DIALOGUES KER, JAMES CHEMISTRY BUILDING 514 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.
                                                                                                                                              GREK 600-301 GRAD GRK SEM: PRSE/PTRY: ARISTOPHANES & LUCIAN ROSEN, RALPH WILLIAMS HALL 438 F 0200PM-0500PM This seminar will explore the comic drama of Aristophanes and its influence on the comic prose of Lucian in the Imperial period. Aristophanes was an important literary model for Lucian, but Lucian read Aristophanes in his own way and for his own literary agenda. We will consider each author both in their own historical contexts, and comparatively, as parodists, satirists and cultural critics within a long and varied literary tradition.
                                                                                                                                                LATN 102-301 ELEMENTARY LATIN II SIGMIER, JOHN CLAUDIA COHEN HALL 203 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 simple continuous texts.
                                                                                                                                                  LATN 102-302 ELEMENTARY LATIN II GOLUBOVIC, NIKOLA 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 simple continuous texts.
                                                                                                                                                    LATN 102-601 ELEMENTARY LATIN II TRAWEEK, ALISON WILLIAMS HALL 315 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 simple continuous texts.
                                                                                                                                                      LATN 204-050 INTERMEDIATE LATIN Prerequisite(s): LATN 203 or equivalent (such as placement score of 600). Continuous reading of several Latin authors in poetry (e.g., Ovid, Virgil, Horace) as well as some more complex prose, in combination with ongoing review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style and style of the selected authors, will be able to tackle previously unseen 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 204-301 INTERMED LATIN: POETRY NAQVI, THEODORA CLAUDIA COHEN HALL 237 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 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.
                                                                                                                                                          LATN 204-302 INTERMED LATIN: POETRY KOVALCHUK, MARIA DAVID RITTENHOUSE LAB 3N6 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 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.
                                                                                                                                                            LATN 309-301 Triangulating Augustanism: Livy, Horace, and Ovid MULHERN, ELEANOR CHEMISTRY BUILDING 109 TR 1030AM-1200PM What is a Roman? How does the rise of Augustus Caesar change the meaning of Romanness? In this course, we will read selections from the historian Livy and the poets Horace and Ovid as they try (and sometimes fail) to navigate and accommodate the new regime. Livy's prose history of Rome, Ab Urbe Condita, looks to the past for moral guidance and attempts to draw lessons for the imperial future. Horace's Odes veer from ironic to patriotic (and back again) as he works out the new reality and his place in it. Ovid's Fasti, written during the poet's exile from Rome, report the origins of Rome's sacred festival calendar. Through close readings of these three texts, this course will consider Augustanism from several angles and distances, and attempt to construct a richer picture of a complicated and vibrant period. Prerequisite: Reading knowledge of Latin or permission of instrutor.
                                                                                                                                                              LATN 605-301 THE MOSTLY LATIN EPIGRAM MULLIGAN, BRET WILLIAMS HALL 219 M 0100PM-0400PM In this seminar we will explore the themes and aesthetics of the Latin epigram, a genre (or is it?) best known for its brevity and wit but one whose precise nature is tantalizingly elusive. After orienting ourselves in the epigrams of Hellenistic Greek epigrammatists and late Republican authors like the so-called Neoterics (Catullus, Cinna, Calvus, Caesar), we will turn our attention to the poetry of Martial, whose accounts of Rome, its inhabitants, and their foibles exerted a profound influence on subsequent epigrammatists. Among the themes we will engage are: epigram as a genre; persona in tessellated textual collections; the interaction of refined and obscene language; and the artistic and intellectual implications of replication, anthology, and remix.