Undergraduate Courses 2015-16

Undergraduate Courses, 2015-16

Classical Civilization

21915.  Present Past in Greece.  (=CLAS 31915, =HIST 2/31006 ) This discussion-based course will explore how conceptions of the ancient past have been mobilized and imagined in the political, social, and cultural discourses of modern Greece from the lead up to the War of Independence through to the present day. Among the themes that will be addressed are ethnicity and nationalism; theories of history; the production of archaeological knowledge; and the politics of display. J. Hall.  Winter.

22115. Carolingian Renaissance. (=CLAS 32115; HIST 2/32115, RLST 21610). The Carolingian Renaissance flowered thanks to the leadership of a new royal (AD 751) and then (from Christmas 800) imperial dynasty.  Expansive political and cultural initiatives reshaped Europe into a distinct space, not least, though paradoxically, through its fragmentation after AD 843.  We shall study the actors and trends at play, the important role of Classical models and Latin book culture, and consider the relevant sources in all their physical, textual, and imaginative variety.  M. Allen. Winter.

23315. History of Skepticism, Pre-socratic Greece to Enlightenment. (=CLAS 33315; HIST 29314/39314 ). Doubt has been a fundamental tool from the foundations of Western philosophy, used by radicals and orthodox thinkers, skeptics and system-builders, theologians and scientists. Philosophical skepticism and its evolving palette of intellectual tools shaped the ancient philosophical schools of Greece and Rome, the solidification of early Christian doctrine, the scholastic debates of the later Middle Ages, the neoclassical explosions of the renaissance, the "new philosophy" of the seventeenth century, the radical projects of the Enlightenment, and the advent of the modern scientific method. This course reviews the history of systematic philosophical doubt, focusing on primary source readings, from Sextus Empiricus and Cicero to William of Ockham and the Averroist controvercies, to Montaigne, Descartes, Bacon, and Diderot. Undergraduate writing assignments focus on polishing advanced writing ability through short assignments targeting concision, critical thinking, and journalistic writing skills with creative elements. Enrolled graduate students will be invited to additional graduate-only discussions and have supplementary assignments, including secondary source and historiographical readings and self-designed customized research papers. Both undergraduates and graduate students from outside the Department of History are welcome. A. Palmer. Autumn.

23712. Aquinas on God, Being, and Human Nature (=RLST 23605, FNDL 20700). This course considers sections from Saint Thomas Aquinas's Summa Theologica. Among the topics considered are God's existence; the relationship between God and Being; and human nature.  S. Meredith. Autumn

24216.  Conquerors of the ancient world, from Cyrus to Islam.  (=CLAS 34216).  From the Achaemenids (sixth century BCE) to Islam (seventh century CE), this class will examine the cases of the great conquerors of the ancient world: Cyrus, Alexander, Caesar, Justinian, Muawiyah I. What motivated them? Were they only creatures of circumstances or creators or circumstances? Were they great civilizers or brutal destroyers of civilizations? How can we assess the long term impact of the creation of empires? The class will invite to a broader discussion on the role of individuals as history-makers and on the role of war to shape history. It will also examine the still present consequences of the great deeds of these conquerors. All ancient texts will be analyzed in translation. A. Bresson. Winter.

24515.  Money and the Ancient Greek World. (CLAS 34515) The ancient Greek world saw an innovation the consequences of which are still familiar to everyone: coinage. This was first a currency of precious metal. But the ancient Greek world also saw the invention of fiduciary money. This class will examine the special forms taken by money in the ancient Greek world. It will give an introduction to Greek numismatics. Above all, it will analyze the policies of the states towards coinage, as well as the philosophical debates to which the specific forms of money gave rise in the ancient Greek world. Ancient texts will be analyzed both in original language and in translation. A. Bresson. Spring.
 

25015. Allegory in the Western Tradition. (CMLT 25015). What kinds of power can a text have? Is it possible for language and literature to do far more than instruct and entertain? Indeed, might it be possible for a text to give us access to types of knowledge that a human being would otherwise be unable to obtain? In what ways can the study of allegory help us to better understand how (and why) other cultures interpret the world in ways that differ from our own? And how do we, as readers, respond when we reach the apparent limits of our texts? To ask such questions as these—particularly in the case of allegory—involves much more than asking what a text means. Indeed, although the question of meaning is fundamental to allegory, to view a text as allegorical is to view a text as possessing some kind of power or insight that can transform the way in which we view the world (or, even, the divine) and our relation to it. In fact, for generations of thinkers—from the earliest interpreters of Homer to the Early Modern Period and beyond—allegory represents literature at its most dynamic and powerful. The study of allegory and the history of its interpretation provides us, therefore, with the unique opportunity to examine how generations of authors and interpreters have pushed their respective arts to their limit, as if attempting to communicate with words an idea that, by its very nature, defies verbalization.
Readings for this course will include the following: Plato’s Republic (in particular, the Allegory of the Cave), Virgil’s Aeneid, Chaucer’s dream-vision poetry, Edmund Spenser’s Faerie Queene, William Blake, and Italo Calvino. D. Orsbon. Spring.


25315. Jews in Graeco Roman Egypt (CLAS 35315, NEHC 20486, JWSC 20485). This course will revise the sources, literary and documentary, for the history of the Jews in Egypt from the 5th cent. BCE (the Elephantine papyri) to the 4th cent CE (Jews and Christians in Egypt). We will revise both the papyrological evidence and the literary evidence that we have for each period, and will focus on historical and social questions. The sources will be read in translation. S. Torallas. Autumn.

25415.  Text into Data:  Digitial Philology. (CLAS 35415)  Corpus research used to mean collecting data by hand by copying examples from texts onto index cards, or consulting indices to particular authors and works to collect examples. Digital textcorpora allow us to query large corpora, and to develop our own corpora to suit our particular research questions. This course introduces students to Digital Philology in the Classics, arguably the most flourishing sector of the Digital Humanities. Students will do a combination of readings from secondary literature, ‘lab work’ to suit their own research interests, and present a final project. This course is open to undergraduates and graduates. H. Dik.  Spring.

25606.  Lucretius and Marx.  (CLAS 35606).  ) Lucretius was a follower of Epicurus, whom Marx called "the greatest representative of Greek enlightenment". In his poem On the Nature of Things, Lucretius seeks to convert his fellow Romans to an Epicurean way of life. He explains in detail what the world is made of (atoms) and that there is no reason to fear the gods or death. Marx wrote his doctoral dissertation on Epicurus and Lucretius. He was especially enthusiastic about the idea, which was developed by Lucretius, that humans are free to shape their own lives.  Consent of instructor is required.  E. Asmis.  Autumn.

25715. The Immigrant in Classical Greek Thought. (=PLSC 25715) Readers have long marveled at classical Greek thought’s ability to capture the enduring dilemmas of democratic life. But on the divisive and pressing issue of immigration, political scientists persistently bypass the Athenian democratic polis and its critics even though Athenians lived in a democracy that invited, but kept disenfranchised, a large number of free, integrated immigrants called “metics” (metoikoi). With this curiosity in mind, we seek to understand how ancient philosophers, dramatists, and orators saw the democracy’s dependence on immigrants to support its economy, fight its wars, educate its citizenry, and—most importantly—model a way of living in the polis that was about assimilation, unaccountability, and social mobility. On what grounds were metics excluded from citizenship? What do critics think citizenship comes to mean under such conditions? Can they shed new light on contemporary assumptions about the relationship between democracy and immigration? Readings of primary texts in translation will be paired with contemporary political theory, gender theory, and classical studies. D. Kasimis. Winter

25808.  Roman Law.  (CLAS 35808, HIST 2/31004, LLSO 21212). The course will treat several problems arising in the historical development of Roman law: the history of procedure; the rise and accommodation of multiple sources of law, including the emperor; the dispersal of the Roman community from the environs of Rome to the wider Mediterranean world; and developments in the law of persons. We will discuss problems like the relationship between religion and law from the archaic city to the Christian empire, and between the law of Rome and the legal systems of its subject communities.  C. Ando. Spring.

27506.  Archaic Greece.  (CLAS 37506, HIST 2/30303) . In order to understand the institutions, ideals and practices that characterized Greek city-states in the Classical period, it is necessary to look to their genesis and evolution during the preceding Archaic period (ca. 700-480 BC). This course will examine the emergence and early development of the Greek city-states through a consideration of ancient written sources, inscriptions, material artifacts and artistic representations as well as more recent secondary treatments of the period. General topics to be covered will include periodization, the rise of the polis, religion, warfare, the advent and uses of literacy, tyranny and the emergence of civic ideology.  J. Hall.  Autumn.

28300. Ephron Seminar. The goal of this annual seminar of changing context is to promote innovative course design. Examples of past topics are gender, death, violence, and law in the ancient world.  Spring.

29000.  Myth Course. This course examines the social, political, cultural, and religious functions of ancient myth, as well as the various theoretical interpretations of myth that have been proposed in a variety of fields in order to investigate what myth can tell us about the ancient Greeks and Romans as well as those who regard themselves as the inheritors of classical culture. Spring.

29800. BA Paper Seminar.  This seminar is designed to teach students the research and writing skills necessary for writing their BA paper. Lectures cover classical bibliography, research tools, and electronic databases. Students discuss research problems and compose preliminary drafts of their BA papers. They are expected to exchange criticism and ideas in regular seminar meetings with the preceptor and with other students who are writing papers, as well as to take account of comments from their faculty readers. The grade for the BA Paper Seminar is identical to the grade for the BA paper and, therefore, is not reported until the BA paper has been submitted in Spring Quarter. The grade for the BA paper depends on participation in the seminar as well as on the quality of the paper. Students may register for this seminar in either Autumn or Winter Quarter, but they are expected to participate in meetings throughout both quarters. Autumn, Winter.
Prerequisites: Fourth-year standing

 

Greek:

10100. Introduction to Attic Greek I. Knowledge of Greek not required. This course introduces students to the basic rules of ancient Greek. Class time is spent on the explanation of grammar, translation from Greek to English and from English to Greek, and discussion of student work. Autumn.

10200. Introduction to Attic Greek II. PQ: GREK 10100. The remaining chapters of the introductory Greek textbook are covered. Students apply and improve their understanding of Greek through reading brief passages from classical prose authors, including Plato and Xenophon. Winter.

10300. Introduction to Attic Greek III: Prose. PQ: GREK 10200. Students apply the grammatical skills taught in GREK 10100–10200 by reading a continuous prose text by a classical author such as Lysias, Xenophon, or Plato. The aim is familiarity with Greek idiom and sentence structure. Spring.

11100. Accelerated Introduction to Attic Greek I. This course introduces students to the rudiments of ancient Greek. Class time is spent on the explanation of grammar, translation from Greek to English and from English to Greek, and discussion of student work. Dik. Autumn.

11200. Accelerated Introduction to Attic Greek II. PQ: GREK 11100. The remaining chapters of the introductory textbook are covered. Students then apply and improve their knowledge of Greek as they read selections from Xenophon. Martinez. Winter.

11300. Accelerated Introduction to Attic Greek III. PQ: GREK 11200. Students apply the grammatical skills taught in GREK 11100–11200 by reading a continuous prose text by a classical author such as Lysias, Xenophon, or Plato. The aim is familiarity with Greek idiom and sentence structure. Spring.

20100. Intermediate Greek I: Plato. PQ: GREK 10300 or equivalent. We read Plato’s text with a view to understanding both the grammatical constructions and the artistry of the language. We also give attention to the dramatic qualities of the dialogue. Grammatical exercises reinforce the learning of syntax. J. Redfield. Autumn.

20200. Intermediate Greek II: Sophocles. PQ: GREK 10300 or equivalent. We will focus on translation of the Greek text and close reading of syntax and metrical analysis. We will also discuss Sophoclean language, dramatic technique, and tragedy in fifth-century Athens.  Winter.

20300. Intermediate Greek III: Homer. PQ: GREK 10300 or equivalent. Close reading of two books of the Iliad, with an emphasis on the language along with elements of Greek historical linguistics.  C. Faraone. Spring.

21700/31700. Lyric and Epinician Poetry. PQ: GREK 20300 or equivalent. This course will examine instances of Greek lyric genres throughout the archaic and classical periods, focusing on the structure, themes and sounds of the poetry and investigating their performative and historical contexts. Readings will include Alcman, Sappho, Alcaeus, Anacreon, Ibycus, Alcaeus, Simonides, Bacchylides, Pindar and Timotheus. In Greek. S. Nooter. Autumn.

21800/31800. Greek Epic: Apollonius. This course is a reading of Book 3 of the Argonautica of Apollonius of Rhodes. We consider character, story world, and the presence of the poet as we endeavor to understand what has become of epic poetry in the hands of its Hellenistic inheritors. C. Faraone.  Spring.

22500/32500.  Greek Historians.  PQ.  GREK 20300 or equivalent: Book I is read in Greek; the rest of the Histories are read in translation. With readings from secondary literature, historical and literary approaches to the Histories are discussed, and the status of the Histories as a historical and literary text.  D. Martinez. Autumn.

23815/33815.  The Epistle to the Hebrews and the Epistle of Barnabas (=BIBL 46804). Tertullian was the first to attribute the authorship of the Epistle to the Hebrews to Barnabas, and that ascription found favor with no less an ancient figure as Jerome, and even with notable scholars of the late nineteenth and early 20th centuries, such as Albrecht Ritschl and Friedrich Blass. Although no one can know who wrote it, there are fruitful literary and thematic parallels between the Epistle that bears the name Barnabas and the canonical Hebrews, including their critique of Judaism and their interpretatio Christiana of the Hebrew Bible, with particular regard to Levitical institutions and the temple. We will read thoroughly the Greek text of each treatise with focus on the language and style of the two texts, their relation to Hellenistic Judaism, and their respective treatments of Hebrew Bible/Septuagintal themes. PreRec: at least three years of Greek.  D. Martinez.  Autumn.

23915/33915. The Greek Magical Papyri (=BIBL 45603). We will read a number of spells in Greek from the enigmatic corpus, which is known as the Papyri Graecae Magicae. We will focus particularly on the language of these documents, their descriptions of the praxeis of magical rituals, and their valuable contributions to the religious historical perspectives. Where appropriate, we will draw attention to parallels with early Christian texts and ideas. PreRec: at least three years of Greek  D. Martinez. Winter.

25000.  Mastering Greek. (=GREK 35000) Mastering Greek is an intensive Greek language course for pre-professional Hellenists. Do you find yourself fudging accents sometimes? Wondering about the use of infinitives versus participles? Pondering the future less vivid? Is there a past contrary-to-fact in Greek? (No.) This course will review your Attic Greek from the level of the word to the short paragraph, leaving matters of style to Prose Composition (Winter). Recommended for advanced undergraduates and graduate students, especially those who aspire to teach Greek. Assignments will include extensive written homework in Attic Greek, analytic exercises, and regular quizzes in order to advance to strong, active mastery of the language. H. Dik. Autumn.

25615.  History of the Greek Language.  (=GREK 35615) Greek is one of the oldest continuously written languages: we have testimonies of it across three millennia. This course will review the various stages of this language from its first written texts (Mycenaean Greek) to Medieval and Modern Greek, including the Greek dialects, the rise of the Koiné, Biblical Greek, and the contact of Greek with other languages through history. We will read and discuss texts from all phases, including literary texts, epigraphy, papyri and medieval manuscripts. Two years previous study of Greek is a requirement for enrolment. S. Torallas-Tovar. Winter.

36100. Introduction to Papyrology. (=BIBL 44300, GREK 26100) This course will concentrate on the methods and perspectives of the discipline of papyrology, including the "hands on" experience of working with actual texts in Chicago's collections of documents in Regenstein and Oriental Institute and the Ptolemaic collection at the University of Texas at Austin.  No previous knowledge of the field is assumed; we will begin from ground up.  Among the topics we will cover are: the major branches of papyrology (including documentary, literary, magical, and Christian texts), including analysis of the form and structure of different kinds of papyrus documents; the linguistic phenomenon of koine Greek; and the contribution of papyrology to other areas of the study of antiquity such as literature, social history, linguistics, and religion.  D. Martinez. Winter.

26615.  Lucian. (=GREK 36615) Lucian’s works offer critical perspectives on Hellenic identity and the hypocrisies of intellectual life in the Roman Empire. Several of his works will be read in Greek, and others will be read in translation. These will be paired with works by other authors who held perspectives similar to his: an epigram by Meleager of Gadara, fragments from the autobiography of Nicolaus of Damascus, and short selections from Tatian’s Against the Greeks. The critical perspectives of these authors, all of them from the Near Eastern provinces of the empire, will also be situated with respect to mainstream figures of the ‘Second Sophistic’ as constructed by Philostratus.  J. Secord.  Winter.

 

Latin:

10100. Introduction to Classical Latin I. This course introduces students to the rudiments of ancient Latin. Class time is spent on the explanation of grammar, translation from Latin to English and from English to Latin, and discussion of student work. Autumn.

10200. Introduction to Classical Latin II. PQ: LATN 10100. This course begins with the completion of the basic text begun in LATN 10100 and concludes with readings from Cicero, Caesar, or other prose. Texts in Latin. Winter.

10300. Introduction to Classical Latin III: Cicero. PQ: LATN 10200. After finishing the text, the course involves reading in Latin prose and poetry, during which reading the students consolidate the grammar and vocabulary taught in LATN 10100 and 10200. Spring.

11100. Accelerated Introduction to Classical Latin I. This course covers the first half of the introductory Latin textbook. Classes are devoted to the presentation of grammar, discussion of problems in learning Latin, and written exercises. Autumn.

11200. Accelerated Introduction to Classical Latin II. PQ: LATN 11100. This course begins with the completion of the basic text begun in LATN 11100 and concludes with readings from Cicero, Caesar, or other prose texts in Latin. M. Allen. Winter.

11300. Accelerated Introduction to Classical Latin III. PQ: LATN 11200. Students apply the grammatical skills taught in LATN 11100–11200 by reading a continuous prose text such as a complete speech of Cicero. Our aim is familiarity with Latin idiom and sentence structure. Spring.

20100. Intermediate Latin I. PQ: LATN 10300 or 11300, or equivalent. Primary readings are drawn from Cicero’s orations on the conspiracy of Catiline in 63 BC, and are accompanied by background readings on the period. The purpose of the course is to consolidate the knowledge of Latin gained at the first-year level and to extend it. J. Brightbill. Autumn.

20200. Intermediate Latin II: Ovid's Metamorphoses. PQ: LATN 20100 or equivalent. This course is a reading of selections from the first five books of the Metamorphoses, with emphasis on Ovid’s language, versification, and literary art. . E. Asmis. Winter.

20300. Intermediate Latin III: Vergil’s Aeneid. PQ: LATN 20200 or equivalent. This course is a reading of selections from the first six books of the Aeneid, with emphasis on Vergil’s language, versification, and literary art. Students also are required to read the whole of the epic in an English translation. M. Allen. Spring.

21700/31700. Post-Vergilian Epic. PQ: LATN 20300 or equivalent. Lucan. In this class we will read the Achilleid of Statius. We will focus on the poetics of the prequel, and the themes of maternity, boyhood, and the role of the nonhuman in the education of the young Achilles. We will also look at some accounts of the affective appeal of Homer’s Achilles, and ask what the Achilleid is trying to bring out about him. M. Payne.  Autumn.

21800/31800. Roman History: Tacitus. PQ: LATN 20300 or equivalent. Primary readings are drawn from the later books of the Annals, especially book 11, in which Tacitus describes the reign of Claudius and early reign of Nero. Parallel accounts and secondary readings are used to help bring out the methods of selecting and ordering data and the stylistic effects that typify a Tacitean narrative. C. Ando. Winter.

21900/31900. Roman Comedy. (=TAPS 28425) Plautus' Pseudolus is read in Latin, along with secondary readings that explain the social context and the theatrical conventions of Roman comedy.   Class meetings are devoted less to translation than to study of the language, plot construction, and stage techniques at work in the Pseudolus. P. White. Spring.

23400/33400. Boethius Consolation of Philosophy. PQ: LATN 20300 or equivalent. The Consolation of Philosophy, which Boethius wrote in prison after a life of study and public service, offers a view on Roman politics and culture after Rome ceased to be an imperial capital. The Consolation is also a poignant testament from a man divided between Christianity and philosophy. About 70 pages of the text are read in Latin, and all of it in English. Secondary readings provide historical and religious context for the early sixth century AD. P. White. Spring.

24615/34615.  Augustine:  Early Philosophical Works.  Among Augustine's earliest surviving works are a collection of dialogues and essays inquiring into the nature of semiosis, religious epistemology, and self-knowledge.  Primary readings will be drawn from De Magistro, Contra Academicos, and Soliloquia.  Readings in English and secondary literature will situate these texts in Augustine's biography and within the landscape of ancient intellectual history. C. Ando.  Spring