Courses for Spring 2020
Title | Instructor | Location | Time | All taxonomy terms | Description | Section Description | Cross Listings | Fulfills | Registration Notes | Syllabus | Syllabus URL | Course Syllabus URL | ||
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ANCH 026-050 | GODS, HEROINES AND HEROES IN GREEK MYTH | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; HISTORY & TRADITION SECTOR; STUDY ABROAD | |||||||||
ANCH 027-401 | ANCIENT ROME | KER, JAMES | DAVID RITTENHOUSE LAB A1 | MW 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; OBJECTS-BASED LEARNING COURSE; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES | ||||||
ANCH 027-402 | RECITATION | NAQVI, THEODORA | EDUCATION BUILDING 007 | R 0900AM-1000AM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
ANCH 027-403 | RECITATION | ELIAS, IRENE | FISHER-BENNETT HALL 244 | F 1100AM-1200PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
ANCH 027-404 | RECITATION | DIETRICH, MAXWELL | FISHER-BENNETT HALL 201 | F 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
ANCH 027-405 | RECITATION | NAQVI, THEODORA | WILLIAMS HALL 25 | R 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
ANCH 027-406 | RECITATION | DIETRICH, MAXWELL | FISHER-BENNETT HALL 244 | F 1000AM-1100AM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
ANCH 027-407 | RECITATION | ELIAS, IRENE | FISHER-BENNETT HALL 244 | F 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
ANCH 027-408 | RECITATION | KER, JAMES | WILLIAMS HALL 301 | R 1100AM-1200PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
ANCH 027-409 | RECITATION | KER, JAMES | WILLIAMS HALL 220 | R 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
ANCH 027-789 | RECITATION | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; SENIOR ASSOCIATES | |||||||||
ANCH 136-401 | THE ANCIENT ECONOMY | BOWES, KIMBERLY | CLAIRE M. FAGIN HALL (NURSING 214 | TR 1130AM-0100PM | 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. |
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Hum & Soc Sci Sector (new curriculum only) | OBJECTS-BASED LEARNING COURSE; HUMANITIES & SOCIAL SCIENCE SECTOR | ||||||
ANCH 316-401 | AFRICA AND ROMAN LIT | LEWIS, AMY | PERELMAN CENTER FOR POLITICAL 100 | TR 1200PM-0130PM | In this course, we will explore race and ethnicity in the Roman world by focusing on the life and works of Roman Africans and the ways in which non-African Romans engaged with and presented the peoples of Africa. The course covers Roman literature in translation from the comedies of Plautus produced in the late 3rd - 2nd centuries BCE, to African Christian writing of the 5th century CE. It also covers a wide range of genres: we will examine how Roman writers articulate questions of race in comedy and satire, epic, history, biography, and elegy among others. We will read African writers (Apuleius, Augustine) and ask how their Africanness influences their works. We will read Roman accounts of journeys to Africa, wars with Africa, and encounters with Africans to ask how the Romans saw themselves as different from or similar to Africans. The course will also explore in more general terms how Romans talk about race: did racism exist? What aspects of different cultures and peoples did Romans choose to emphasize when they talked of non-Romans? |
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ANCH 353-401 | RHETORIC & THE COMMUNITY (SNF PAIDEIA PROGRAM COURSE) | MCINERNEY, JEREMY | WILLIAMS HALL 4 | TR 0300PM-0430PM | Rhetoric and the Community is a class designed to improve the quality of students' speaking abilities. Through debates, impromptu speeches and various other types of oral reports, students will develop their skills as speakers. The emphasis here is on practical advice, constant positive criticism and an active exploration of the art of oratory. We will emphasize the role of effective oral communication in contributing to a higher level of engagement and discourse in the community. This class will particularly help those planning careers in advocacy, public service, teaching and other areas where confident, thoughtful, and articulate communication are important. |
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DESIGNATED SNF PAIDEIA PROGRAM COURSE; PERMISSION NEEDED FROM INSTRUCTOR | |||||||
ANCH 612-401 | THE FLAVIAN ERA |
WILKER, JULIA DAMON, CYNTHIA |
CLAUDIA COHEN HALL 337 | R 0100PM-0400PM | The time of the Flavians (69-96 BCE) holds a special place in Roman history and culture as it marks the transition from the Julio-Claudian period to the High Empire. Historically, the rule of Rome's second dynasty saw a stabilization of the imperial power system, the consolidation of social and political hierarchies, and an increasing integration of the empire. Major construction projects reshaped the city of Rome, topographically and ideologically. The literary production in various genres reached a new peak, developed new forms, and explored new topics. The unusually high number of Greek and Latin texts and documents preserved allow us to analyze such changes closely; our focus will be on the interrelation and conjunction of these developments. Final projects will take the form of papers suitable for presentation at the SCS Annual Meeting. |
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CLST 026-050 | CLASSICAL GREECE | The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; HISTORY & TRADITION SECTOR; STUDY ABROAD | |||||||||
CLST 027-401 | ANCIENT ROME | KER, JAMES | DAVID RITTENHOUSE LAB A1 | MW 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; OBJECTS-BASED LEARNING COURSE; CROSS CULTURAL ANALYSIS; HISTORY & TRADITION SECTOR; CROSS-CULTURAL ANALYSIS; SENIOR ASSOCIATES | ||||||
CLST 027-402 | RECITATION | NAQVI, THEODORA | EDUCATION BUILDING 007 | R 0900AM-1000AM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
CLST 027-403 | RECITATION | ELIAS, IRENE | FISHER-BENNETT HALL 244 | F 1100AM-1200PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 027-404 | RECITATION | DIETRICH, MAXWELL | FISHER-BENNETT HALL 201 | F 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 027-405 | RECITATION | NAQVI, THEODORA | WILLIAMS HALL 25 | R 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
CLST 027-406 | RECITATION | DIETRICH, MAXWELL | FISHER-BENNETT HALL 244 | F 1000AM-1100AM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | ||||||
CLST 027-407 | RECITATION | ELIAS, IRENE | FISHER-BENNETT HALL 244 | F 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 027-408 | RECITATION | KER, JAMES | WILLIAMS HALL 301 | R 1100AM-1200PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 027-409 | RECITATION | KER, JAMES | WILLIAMS HALL 220 | R 1200PM-0100PM | At its furthest extent during the second century CE, the Roman Empire was truly a "world empire", stretching from northern Britain to North Africa and Egypt, encompassing the whole of Asia Minor, and bordering the Danube in its route from the Black Forest region of Germany to the Black Sea. But in its earliest history it comprised a few small hamlets on a collection of hills adjacent to the Tiber river in central Italy. Over a period of nearly 1500 years, the Roman state transformed from a mythical Kingdom to a Republic dominated by a heterogeneous, competitive aristocracy to an Empire ruled, at least notionally, by one man. It developed complex legal and administrative structures, supported a sophisticated and highly successful military machine, and sustained elaborate systems of economic production and exchange. It was, above all, a society characterized both by a willingness to include newly conquered peoples in the project of empire, and by fundamental, deep-seated practices of social exclusion and domination. This course focuses in particular upon the history of the Roman state between the fifth century BCE and the third century CE, exploring its religious and cultural practices, political, social and economic structures. It also scrutinizes the fundamental tensions and enduring conflicts that characterized this society throughout this 800-year period. |
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History & Tradition Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-401 | GREEK & ROMAN MYTHOLOGY | STRUCK, PETER | STITELER HALL B6 | MW 1100AM-1200PM | Myths are traditional stories that have endured many years. Some of them have to do with events of great importance, such as the founding of a nation. Others tell the stories of great heroes and heroines and their exploits and courage in the face of adversity. Still others are simple tales about otherwise unremarkable people who get into trouble or do some great deed. What are we to make of all these tales, and why do people seem to like to hear them? This course will focus on the myths of ancient Greece and Rome, as well as a few contemporary American ones, as a way of exploring the nature of myth and the function it plays for individuals, societies, and nations. We will also pay some attention to the way the Greeks and Romans themselves understood their own myths. Are myths subtle codes that contain some universal truth? Are they a window on the deep recesses of a particular culture? Are they entertaining stories that people like to tell over and over? Are they a set of blinders that all of us wear, though we do not realize it? 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; CROSS CULTURAL ANALYSIS; ARTS & LETTERS SECTOR; CROSS-CULTURAL ANALYSIS | ||||||
CLST 100-402 | RECITATION | KOVALCHUK, MARIA | UNIVERSITY MUSEUM 329 | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-403 | RECITATION | HALSTEAD, HENRIETTA | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-404 | RECITATION | WEST, KYLE | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-405 | RECITATION | LI, WEIQUN | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-406 | RECITATION | WEST, KYLE | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-407 | RECITATION | KOVALCHUK, MARIA | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-408 | RECITATION | LI, WEIQUN | UNIVERSITY MUSEUM 330 | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-409 | RECITATION | HALSTEAD, HENRIETTA | WILLIAMS HALL 321 | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-410 | RECITATION | GOLUBOVIC, NIKOLA | CASTER BUILDING A14 | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-411 | RECITATION | GOLUBOVIC, NIKOLA | CLAUDIA COHEN HALL 237 | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||
CLST 100-789 | RECITATION | 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. |
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Arts & Letters Sector (all classes) | SECTION ACTIVITY CO-REQUISITE REQUIRED; SENIOR ASSOCIATES | |||||||||
CLST 123-001 | GREAT DISCOV ARCHAEOLOGY | TARTARON, THOMAS | CLAUDIA COHEN HALL 402 | MW 0200PM-0330PM | 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. |
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OBJECTS-BASED LEARNING COURSE; CROSS CULTURAL ANALYSIS; CROSS-CULTURAL ANALYSIS | |||||||
CLST 136-401 | THE ANCIENT ECONOMY | BOWES, KIMBERLY | CLAIRE M. FAGIN HALL (NURSING 214 | TR 1130AM-0100PM | 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. |
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Hum & Soc Sci Sector (new curriculum only) | STRUCTURED,ACTIVE,IN-CLASS LEARNING; HUMANITIES & SOCIAL SCIENCE SECTOR | ||||||
CLST 143-001 | GREAT BOOKS GREECE/ROME | TRAWEEK, ALISON | WILLIAMS HALL 421 | TR 0300PM-0430PM | The literature of ancient Greece and Rome has been foundational for the national literatures of Europe and the Americas, and in the modern period it remains one of the most influential and widely read world literatures. This course introduces many of the most representative works that define the Greek and Roman canon from Homer to Augustine, along with the most characteristic issues that they examine. In the process, students will become familiar not only with the works themselves, but with the idea of a literary canon consisting of "great books," and will consider differing perspectives both on that idea and those of what constitutes a "foundational" or a "classical" literature, of literary influence, and of a community or culture defined in part by such a literature. |
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Arts & Letters Sector (all classes) | ARTS & LETTERS SECTOR | ||||||
CLST 191-401 | WORLD LITERATURE |
PREMOLI, MARTIN MIAN, ZAIN |
WILLIAMS HALL 29 | 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. |
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CLST 211-401 | ANCIENT MORAL PHILOSOPHY: GREEK AND ROMAN ETHICS | MEYER, SUSAN | CLAUDIA COHEN HALL 204 | TR 1030AM-1200PM | A survey of ethical philosophy in the Ancient Greek tradition. We will study the work of Plato, Aristotle, Epicurus, and the Stoics, including writings of later Roman authors such as Cicero, Seneca, Epictetus, and Marcus Aurelius. The class will be run as a seminar. All works will be read in English translation. |
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Society sector (all classes) | SOCIETY SECTOR | ||||||
CLST 223-001 | The Archaeology of Homers World | TARTARON, THOMAS | CLAUDIA COHEN HALL 392 | MW 0430PM-0600PM | Did you ever wonder what the world of the Iliad and Odyssey was really like? This illustrated lecture course surveys the prehistory and early history of the Greek world through texts and material remains, with the aim of bringing to life the society, economy, and politics of this ancient era. Among the topics are the rise and fall of the great Bronze Age civilizations of the Aegean area, the Minoans of Crete and the Mycenaeans of the Greek mainland; the cataclysmic volcanic eruption on the island of Thera (modern Santorini) and its long-term consequences; the Trojan War (myth or history??); the world of the Dark Age that followed the collapse of the Mycenaean palaces; and the Greek renaissance of the eighth century B.C. - including the adoption of the alphabet, the great colonizing movement, and the great Panhellenic sanctuaries like Olympia and Delphi - that laid the foundation for the Classical world to come. There are no prerequisites, and no prior knowledge of archaeology or the Greek world is assumed. |
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CLST 245-401 | GREEK ARCH & URBANISM | ZARMAKOUPI, MANTHA | JAFFE BUILDING 113 | TR 1030AM-1200PM | As the locus of classical architecture and urbanism, the Greek world occupies an important place in the history of architecture and urbanism. This course explores the various periods and different moments of architectural creation during the first two millennia, from the palace complexes of Minoan Crete to the cities of the Hellenistic world (1600-100 BCE), and tackles major concepts, theories and practices of architectural and urban design. In studying a variety of sources - both ancient and modern - lectures examine concepts of organizing space, issues of structure, materials, decoration and proportion. The purpose of the course is to shed light on Greek architectural and urban projects within their social, political, religious, and physical contexts. |
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OBJECTS-BASED LEARNING COURSE | |||||||
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. |
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OBJECTS-BASED LEARNING COURSE; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO | |||||||
CLST 271-401 | GREEK & ROMAN MEDICINE | ROSEN, RALPH | JAFFE BUILDING B17 | TR 0130PM-0300PM | This course will examine the ways in which the Greeks, and then the Romans, conceptualized the body, disease, and healing, and will compare these to medical culture of our time. We will consider sources from Hippocrates, Plato, and Aristotle to Galen and Soranus, and will juxtapose these writings with modern discourse about similar topics. We will also pay some attention to ancient pharmacology and religious healing, and will visit the Penn Museum to see their collection of ancient medical instruments. All readings will be in English and no previous background in Classical Studies is required. This course will be especially appealing (and useful) to Pre-med and Nursing students, and to students interested in the History of Science, Ancient Philosophy, and Classics. |
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CLST 298-050 | GODS, HEROINES AND HEROES IN GREEK MYTH |
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STUDY ABROAD | |||||||||||
CLST 298-051 | MUSEUMS OF LONDON |
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STUDY ABROAD | |||||||||||
CLST 298-052 | ARCHAEOLOGY OF THE CITY AND TERRITORY OF ROMAN SPAIN |
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STUDY ABROAD | |||||||||||
CLST 303-401 | INTRODUCTION TO MUSEUMS |
BROWNLEE, DAVID BROWNLEE, ANN |
JAFFE BUILDING 113 | T 0130PM-0430PM | This course Presents an introduction to the history, theory and modern practice of museums. Using the resources of the University Museum, the course will introduce students to curatorial practice, education, exhibition design and conservation, while exploring the theoretical and ethical issues confronted by museums. Particularly relevant for those interested in archaeology, anthropology, art history, cultural heritage and public education. |
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OBJECTS-BASED LEARNING COURSE | |||||||
CLST 315-401 | KINSHIP AND CONNECTIVITY | BRENT, LIANA | WILLIAMS HALL 315 | TR 0300PM-0430PM | An individual's life course is often reflected, enhanced, and defined by their relations to other individuals. This course will investigate the concept of kinship in the Roman world through textual, visual, and archaeological evidence. We will explore relationships at all levels of society from the imperial family to the slaves and freedmen who were part of larger households, in order to understand how different relationships shaped and structured interactions in Roman society. Together, we will explore the following questions: how were relationships and bonds represented in the ancient world? What structures were in place for families to perpetuate themselves through biological or adoptive means? How could non-Roman citizens create family connections through formal and informal channels? How could relationships be celebrated in life and commemorated in death? We will use written evidence from ancient historians, visual evidence like the Altar of Peace, and archaeological evidence from cemeteries to examine how Roman notions of kinship shaped life and death in different social milieu. |
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CLST 316-401 | AFRICA AND ROMAN LIT | LEWIS, AMY | PERELMAN CENTER FOR POLITICAL 100 | TR 1200PM-0130PM | In this course, we will explore race and ethnicity in the Roman world by focusing on the life and works of Roman Africans and the ways in which non-African Romans engaged with and presented the peoples of Africa. The course covers Roman literature in translation from the comedies of Plautus produced in the late 3rd - 2nd centuries BCE, to African Christian writing of the 5th century CE. It also covers a wide range of genres: we will examine how Roman writers articulate questions of race in comedy and satire, epic, history, biography, and elegy among others. We will read African writers (Apuleius, Augustine) and ask how their Africanness influences their works. We will read Roman accounts of journeys to Africa, wars with Africa, and encounters with Africans to ask how the Romans saw themselves as different from or similar to Africans. The course will also explore in more general terms how Romans talk about race: did racism exist? What aspects of different cultures and peoples did Romans choose to emphasize when they talked of non-Romans? |
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CLST 353-401 | RHETORIC & THE COMMUNITY (SNF PAIDEIA PROGRAM COURSE) | MCINERNEY, JEREMY | WILLIAMS HALL 4 | TR 0300PM-0430PM | Rhetoric and the Community is a class designed to improve the quality of students' speaking abilities. Through debates, impromptu speeches and various other types of oral reports, students will develop their skills as speakers. The emphasis here is on practical advice, constant positive criticism and an active exploration of the art of oratory. We will emphasize the role of effective oral communication in contributing to a higher level of engagement and discourse in the community. This class will particularly help those planning careers in advocacy, public service, teaching and other areas where confident, thoughtful, and articulate communication are important. Permission needed from instructor to enroll. |
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DESIGNATED SNF PAIDEIA PROGRAM COURSE; PERMISSION NEEDED FROM INSTRUCTOR | |||||||
CLST 370-301 | CLASSICS & AMER GOVT | MULHERN, JOHN | CLAUDIA COHEN HALL 493 | MW 0200PM-0330PM | Before the universities established public-service programs in the twentieth century, many Americans prepared themselves for public life by studying Greek and Latin authors in school and college. In this course, using English translations, students survey an eighteenth-century classical curriculum and trace its influence in the political activity of Madison and others who guided the development of American governmental institutions. |
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BENJAMIN FRANKLIN SEMINARS; BENJAMIN FRANKLIN SEMINAR | |||||||
CLST 402-601 | POST BACC GREEK | KER, JAMES | WILLIAMS HALL 633 | MW 0100PM-0200PM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
CLST 402-602 | RECITATION | WILLIAMS HALL 633 | F 0100PM-0200PM | Intensive Greek reading course for students in the Post-Baccalaureate Program in Classical Studies. Readings are chosen to expose students to a variety of prose and poetry texts during their program experience. The Fall course includes some grammar review and analysis as well as translation. Permission of instructor required for non-Post-Baccalaureate students. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | ||||||||
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. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
CLST 403-602 | RECITATION | BREECHER, SAMANTHA | 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. |
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SECTION ACTIVITY CO-REQUISITE REQUIRED | |||||||
CLST 435-401 | THE PAST PRESERVED: CONSERVATION IN ARCHAEOLOGY | GRANT, LYNN | UNIVERSITY MUSEUM 190 | T 0130PM-0430PM | This course explores the scientific conservation of cultural materials from archaeological contexts. It is intended to familiarize students with the basics of artifact conservation but is not intended to train them as conservators. The course will cover how various materials interact with their deposit environments; general techniques for on-site conservation triage and retrieval of delicate materials; what factors need to be considered in planning for artifact conservation; and related topics. Students should expect to gain a thorough understanding of the role of conservation in archaeology and how the two fields interact. |
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CLST 512-401 | Petrography of Cultural Materials | BOILEAU, MARIE-CLAUDE | 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. |
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CLST 515-401 | KINSHIP AND CONNECTIVITY | BRENT, LIANA | WILLIAMS HALL 315 | TR 0300PM-0430PM | An individual's life course is often reflected, enhanced, and defined by their relations to other individuals. This course will investigate the concept of kinship in the Roman world through textual, visual, and archaeological evidence. We will explore relationships at all levels of society from the imperial family to the slaves and freedmen who were part of larger households, in order to understand how different relationships shaped and structured interactions in Roman society. Together, we will explore the following questions: how were relationships and bonds represented in the ancient world? What structures were in place for families to perpetuate themselves through biological or adoptive means? How could non-Roman citizens create family connections through formal and informal channels? How could relationships be celebrated in life and commemorated in death? We will use written evidence from ancient historians, visual evidence like the Altar of Peace, and archaeological evidence from cemeteries to examine how Roman notions of kinship shaped life and death in different social milieu. |
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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. |
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OBJECTS-BASED LEARNING COURSE; CONTACT DEPT or INSTRUCTOR FOR CLASSRM INFO; UNDERGRADUATES NEED PERMISSION | |||||||
CLST 572-401 | GEOPHYSICAL PROSPECTION FOR ARCHAEOLOGY | HERRMANN, JASON | UNIVERSITY MUSEUM 190 | W 0200PM-0500PM | Near-surface geophysical prospection methods are now widely used in archaeology as they allow archaeologists to rapidly map broad areas, minimize or avoid destructive excavation, and perceive physical dimensions of archaeological features that are outside of the range of human perception. This course will cover the theory of geophysical sensors commonly used in archaeological investigations and the methods for collecting, processing, and interpreting geophysical data from archaeological contexts. We will review the physical properties of common archaeological and paleoenvironmental targets, the processes that led to their deposition and formation, and how human activity is reflected in anomalies recorded through geophysical survey through lectures, readings, and discussion. Students will gain experience collecting data in the field with various sensors at archaeological sites in the region. A large proportion of the course will be computer-based as students work with data from geophysical sensors, focusing on the fundamentals of data processing, data fusion, and interpretation. Some familiarity with GIS is recommended. |
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UNDERGRADUATES NEED PERMISSION | |||||||
CLST 604-401 | GREEK TROY |
MURNAGHAN, SHEILA ROSE, CHARLES |
CLAUDIA COHEN HALL 203 | T 0200PM-0500PM | An interdisciplinary seminar focusing on the city of Troy both as an archaeological site and as the setting of the legendary Trojan War. We will consider Homer's Iliad (with selected sections read in Greek) together with the topography and archaeology of the site of Troy in order to address a series of interrelated questions: What are the points of continuity and discontinuity between the stories told by the literary tradition and the material record? How do both types of evidence contribute to our understanding of political relations and cultural interactions between Greece and Anatolia in the Bronze Age? How do Hittite sources bear on our reconstruction of the events behind the Troy legend? How have the site and the poem contributed to each other's interpretation in the context of scholarly discovery and debate? We will give some attention to modern receptions of the Troy legend that deliberately combine material and textual elements, such as Cy Twombly's "Fifty Days at Iliam" and Alice Oswald's "Memorial: An Excavation of Homer's Iliad." The seminar will include a visit to the site of Troy during the Spring Break. |
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CLST 610-401 | CLSL RECEPTION MIDAGES: MEDIEVAL PERFORMANCES | STEINER, EMILY | FISHER-BENNETT HALL 222 | T 0900AM-1200PM | This seminar will study a number of selected Middle English texts in depth. Attention will be paid to the textual transmission, sources, language, genre, and structure of the works. Larger issues, such as the influence of literary conventions (for example, "courtly love"), medieval rhetoric, or medieval allegory will be explored as the chosen texts may require. |
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CLST 612-401 | THE FLAVIAN ERA |
WILKER, JULIA DAMON, CYNTHIA |
CLAUDIA COHEN HALL 337 | R 0100PM-0400PM | The time of the Flavians (69-96 BCE) holds a special place in Roman history and culture as it marks the transition from the Julio-Claudian period to the High Empire. Historically, the rule of Rome's second dynasty saw a stabilization of the imperial power system, the consolidation of social and political hierarchies, and an increasing integration of the empire. Major construction projects reshaped the city of Rome, topographically and ideologically. The literary production in various genres reached a new peak, developed new forms, and explored new topics. The unusually high number of Greek and Latin texts and documents preserved allow us to analyze such changes closely; our focus will be on the interrelation and conjunction of these developments. Final projects will take the form of papers suitable for presentation at the SCS Annual Meeting. |
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CLST 698-401 | PROSPECTUS WORKSHOP | FARRELL, JOSEPH | 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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PERMISSION NEEDED FROM DEPARTMENT | |||||||
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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STUDY ABROAD | ||||||||||
GREK 018-680 | INTERMED MODERN GREEK II | NIKOLAOU, GEORGIA | WILLIAMS HALL 302 | MW 0530PM-0700PM | Further attention to developing oral expression, reading, and writing skills for students with knowledge of Demotic Modern Greek. Offered through Penn Language Center. |
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LANGUAGE SKILLS COURSE; ONE TERM COURSE | |||||||
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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LANGUAGE SKILLS COURSE | |||||||
GREK 204-301 | INTERMED GREEK: POETRY | MURNAGHAN, SHEILA | 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. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER | |||||||
GREK 310-401 | THUCYDIDES | MCINERNEY, JEREMY | WILLIAMS HALL 305 | TR 1030AM-1200PM | In this class we will read excerpts from the Greek historian, Thucydides, whose account of the Peloponnesian War is one of the most influential and compelling examples of history writing from any culture. Thucydides is generally thought of as one of the more difficult Greek prose authors. We will read some basic narrative passages in order to become familiar with Thucydidean style, before moving to the more difficult speeches and editorial passages in which Thucydides expounds upon the goals and difficulties of writing history. |
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GREK 541-301 | GREEK LITERARY HISTORY | ROSEN, RALPH | FISHER-BENNETT HALL 222 | W 0200PM-0500PM | Through selected readings from both poetry and prose, we will survey the range and evolution of ancient Greek literary practice. |
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GREK 604-401 | GREEK TROY |
MURNAGHAN, SHEILA ROSE, CHARLES |
CLAUDIA COHEN HALL 203 | T 0200PM-0500PM | An interdisciplinary seminar focusing on the city of Troy both as an archaeological site and as the setting of the legendary Trojan War. We will consider Homer's Iliad (with selected sections read in Greek) together with the topography and archaeology of the site of Troy in order to address a series of interrelated questions: What are the points of continuity and discontinuity between the stories told by the literary tradition and the material record? How do both types of evidence contribute to our understanding of political relations and cultural interactions between Greece and Anatolia in the Bronze Age? How do Hittite sources bear on our reconstruction of the events behind the Troy legend? How have the site and the poem contributed to each other's interpretation in the context of scholarly discovery and debate? We will give some attention to modern receptions of the Troy legend that deliberately combine material and textual elements, such as Cy Twombly's "Fifty Days at Iliam" and Alice Oswald's "Memorial: An Excavation of Homer's Iliad." The seminar will include a visit to the site of Troy during the Spring Break. |
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GREK 610-401 | THUCYDIDES | MCINERNEY, JEREMY | WILLIAMS HALL 305 | TR 1030AM-1200PM | In this class we will read excerpts from the Greek historian, Thucydides, whose account of the Peloponnesian War is one of the most influential and compelling examples of history writing from any culture. Thucydides is generally thought of as one of the more difficult Greek prose authors. We will read some basic narrative passages in order to become familiar with Thucydidean style, before moving to the more difficult speeches and editorial passages in which Thucydides expounds upon the goals and difficulties of writing history. |
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LATN 102-301 | ELEMENTARY LATIN II | ELLIOTT, ZACHARY | 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. |
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LANGUAGE SKILLS COURSE | |||||||
LATN 102-302 | ELEMENTARY LATIN II | MACKEY, DANIEL | 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. |
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LANGUAGE SKILLS COURSE | |||||||
LATN 204-301 | INTERMED LATIN: POETRY | TRAWEEK, ALISON | DAVID RITTENHOUSE LAB 4C2 | MW 0430PM-0600PM | Prerequisite(s): LATN 203 or equivalent (such as placement score of 600). Continuous reading of several Latin authors in poetry (e.g., Ovid, Virgil, Horace) as well as some more complex prose, in combination with ongoing review of Latin grammar. By the end of the course students will have thorough familiarity with the grammar, vocabulary, and style and style of the selected authors, will be able to tackle previously unseen passages by them, and will be able to discuss language and interpretation. Note: Completion of Latin 204 with C- or higher fulfills Penn's Foreign Language Requirement. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER | |||||||
LATN 204-302 | INTERMED LATIN: POETRY | SOLLEY, NATHANIEL | 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. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER | |||||||
LATN 204-303 | INTERMED LATIN: POETRY | ESPANOL ANDROUTSOPOULOS, ODYSSEAS | CASTER BUILDING A14 | 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. |
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SEE SPECIAL MESSAGE IN DEPARTMENT HEADER | |||||||
LATN 310-301 | SENECA | FARRELL, JOSEPH | WILLIAMS HALL 6 | TR 0130PM-0300PM | Seneca was the most important writer of Latin in the early imperial period. In addition to poetry, satire, and natural philosophy, he wrote ethical philosophy in the form of letters, dialogues, and essays. His works "On the Brevity of Life" and "On Leisure" speak both the ethical issues of his own time and those of many others, including our own. In this course we will read both these essays with the goals of becoming familiar with Seneca's thought and style of expression, both as an individual and as a writer representative of his age. Students will have the opportunity to respond to Seneca in the form of critical essays, essayistic or epistolary responses, or other forms of their choosing. |
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