Courses

This graduate seminar serves as an introductory survey of the range of evidentiary categories, methods, and main interpretive frameworks used by practitioners in the field of ancient historical studies. We will chart the development of historiographical ideas and techniques of analysis of texts and material culture, as well as discuss some of the critical approaches to ancient history in practice today. Key topics will include frameworks like positivism, determinism, and (post)structuralism; dating, periodization, and scale; culture history; economic history; cliometrics and big data analyses; social history and studies of gender and the everyday; eurocentrism and postcolonialism; and methods drawn from e.g. epigraphy, papyrology, archaeology, and art history. Assignments will center on the crafting of original research projects and the practice of historiographical writing. The course focuses on the ancient Mediterranean but is open to MA and PHD students from any field.

This seminar will study claims to Roman identity across cultures, regions, and periods. Who belonged to the Roman community at any time and who was excluded? How did foundation narratives, asylum, conquest, the expansion of citizenship, notions of ethnicity, processes of assimilation, and the passage of time shape the contours of groups who saw themselves as Roman? Literature in many genres and languages, and over many centuries, addresses these questions. The course will not be limited to the ancient Roman experience but will expand to include claims in the medieval West and especially the eastern Roman empire, aka Byzantium. A self-defined Roman community persisted there longer than elsewhere, in fact down to the present. Selected claims to be the new Romans in the medieval and modern West will also be examined. Students will read and discuss original sources (in Greek and Latin, depending on their language skills) and modern scholarship. MA students and undergraduate students (by instructor permission) are welcome.

The seminar will include substantial reading of original texts, and will result in an extended research paper, to be completed in the Winter term.

This seminar will study claims to Roman identity across cultures, regions, and periods. Who belonged to the Roman community at any time and who was excluded? How did foundation narratives, asylum, conquest, the expansion of citizenship, notions of ethnicity, processes of assimilation, and the passage of time shape the contours of groups who saw themselves as Roman? Literature in many genres and languages, and over many centuries, addresses these questions. The course will not be limited to the ancient Roman experience but will expand to include claims in the medieval West and especially the eastern Roman empire, aka Byzantium. A self-defined Roman community persisted there longer than elsewhere, in fact down to the present. Selected claims to be the new Romans in the medieval and modern West will also be examined. Students will read and discuss original sources (in Greek and Latin, depending on their language skills) and modern scholarship.

This is a continuation of CLAS 43226. This quarter is reserved for the researching and writing by students of article-length seminar papers, and we will meet regularly to workshop the papers-in-progress.

Myth is essential to how humans make sense of the world: our foundational stories explain the nature of the world; they justify and explore social and sexual difference; they teach and test the limits of human agency. The course will survey contexts and uses of myth-making in the ancient Mediterranean world. We will also explore the many traditions of critique and anxiety about myth-making, among philosophers, literary critics and religious authorities.

The Harlem Renaissance in literature and the arts is widely celebrated as a high-water mark of achievement in American culture. Although Chicago writers and artists are not as often grouped together, the juxtaposition of social realism with classical themes, tropes, myth, and genres constitute a particular movement. In this course, we will explore the tension between the social world of Renaissance authors, primarily from Chicago’s South Side, and their interactions with the classics as both legitimating and an edifice they could challenge and rebuild. We will read some of the works of, among others, Richard Wright, Gwendolyn Brooks, and Lorraine Hansberry. We will draw from the collections of the Smart Museum and other local resources to enhance how we see Chicago of the 1930s-1950s.

Greek was the dominant language in Asia Minor (modern Turkey) between the Hellenistic era and late medieval times, so for almost 1500 years. During that time, communities switched from native Anatolian languages to Greek, converted to Christianity, and eventually became citizens of the east Roman empire, with a Roman legal and ethnic identity. These changes left their mark on the Greek language, even beyond the religious sphere. Latin words entered it by the hundreds, it evolved a number of registers (e.g., archaizing Attic versus spoken demotic Greek), and came to be called ‘the Romaic language.’ A forms of this language, Romeyka, continues to be spoken in rural areas by communities that are today Turkish and Muslim. This course will survey the major historical and linguistic developments of Greek in Asia Minor and modern Turkey.

Is solitude a good thing? In this course, we will explore how the poets and philosophers of archaic and classical Greece thought about aloneness, particularly the powers and perils of solitude for the individual and the community. We will read portions of Homer’s Iliad, Hesiod’s Theogony, Sophocles’ Philoctetes, and the Homeric Hymn to Demeter, together with excerpts of ancient philosophy, with an aim of thinking through the relationship between individual and community, which is fraught with tension in so many time periods and cultures. We will also reconsider our understanding of the ancient Greeks as primarily “public” in their motivations and values, in light of the array of possibilities offered by solitude in many of these texts.

Embracing the condition of not knowing as a pathway to freedom is at the core of two ancient philosophical schools now commonly known as Skepticism and Daoism. This course is a literary and philosophical comparison of two highly sophisticated texts in these traditions: the Greek Outlines of Pyrrhonism of Sextus Empiricus, which records the teachings of Pyrrho, founder of the Hellenistic Skeptic school; and the Chinese text known as the Zhuangzi, which records that teacher’s anticonventionalist and paradoxical counsels for achieving a life of “free and easy roaming.” Course readings are all in English, and no knowledge of the classical Chinese and Greek languages or their philosophies is needed, but separate meetings can be scheduled for students interested in reading either of these texts in the original.

What has the story of Persephone meant to different people at different times? Is there a “story” of Persephone, or are there many stories—and if the latter, how can we make sense of this diversity of material? How can we use narratives and rituals connected with Persephone to study mythology and religion in antiquity more broadly? How have scholars and artists in the modern period interpreted Persephone? What options are available to us, as students and scholars of the ancient world, for thinking about Persephone, and what significance does Persephone have for us today?

This course combines close-reading of ancient literary texts with an introduction to the study of mythology. Students will read such texts as “The Homeric Hymn to Demeter” while also being introduced to traditions of interpretation of the Persephone myth from antiquity to the present. The myth of Persephone acts as a case study for larger methodological questions: how we study mythologies of the past, and how they continue to shape our thinking today.

The figure of the outlaw looms large in the political and literary imaginations of the Roman and American empires. But what is an outlaw? What does it mean for the law that some people are outside of it? What, if anything, makes violence within the law different from violence without it? How does the rhetoric of legality and criminality implicate ideas of gender and ethnicity? We will explore these questions (among others) using methods from ancient history, literary criticism, and political theory, as we range from historical scholarship and ancient novels to modern films and musical albums. All readings will be in English. No prior training in Roman history required.

The class will study the history of the Roman republic in light of contemporary normative theory, and likewise interrogate the ideological origins of contemporary republicanism in light of historical concerns. The focus will be on sovereignty, public law, citizenship, and the form of ancient empire.

Introduction to Attic Greek introduces students to the fundamentals of the ancient Greek language through which students may access the works of Homer, Sappho, Plato, Thucydides, and Sophocles (among countless others). This course represents the first step. Course work involves the reading and writing of Attic Greek, alongside the development of vocabulary and the formal study of grammar. Students encounter authentic texts throughout the course. Successful completion of this course will prepare students for GREK 102. 

Introduction to Attic Greek introduces students to the fundamentals of the ancient Greek language through which students may access the worlds of Homer, Sappho, Plato, Thucydides, and Sophocles (among countless others). This course represents the second step. Course work continues to involve the reading and writing of Attic Greek, alongside the further development of vocabulary and the formal study of grammar. Students will increase their reading proficiency as they engage with longer, more complex, and more interesting sentences and passages, including selections from authentic texts. Successful completion of this course will prepare students for GREK 103. 

Introduction to Attic Greek introduces students to the fundamentals of the ancient Greek language through which students may access the worlds of Homer, Sappho, Plato, Thucydides, and Sophocles (among countless others). This course represents the third and final step in the sequence. Course work continues to involve the reading and writing of Attic Greek, alongside the further development of vocabulary, the formal study of grammar, and the critical appreciation of composition and style. Students engage with increasingly longer selections from authentic texts as the course progresses. Successful completion of this course will prepare students for intermediate coursework beginning with GREK 201. 

Students undertake a review of the fundamentals of Attic Greek in the context of developing their reading proficiency. A general ability to recognize common Greek case uses and regular constructions, as well as a strong basis in Attic Greek vocabulary is assumed. Students continue to increase their reading proficiency by engaging with longer, more complex, and more interesting selections of authentic Greek, including Xenophon and Plato. Through these readings, students explore a range of authors and genres, who touch upon various aspects of the ancient Greek world, including the history of the language, the societies, cultures, politics, and religious practices of its people.

Successful completion of this course will prepare students for intermediate Greek courses (GREK 20200-20300). This course is appropriate for students who have earned an appropriate language placement or by permission of the instructor.

Immerse yourself in the prose written by various authors from ancient Greece and the subsequent Hellenic tradition. Readings this quarter involve increasingly longer selections of Greek prose (e.g. Plato, Xenephon), with an aim to review grammar and improve reading proficiency. Discussion in class will focus on the literary, historical, and cultural contexts necessary to appreciate the authors and texts. In addition to review, more advanced grammar will occasionally be introduced and vocabulary will be surveyed as necessary. 

Immerse yourself in the Greek poetry written by various authors from ancient Greece and the subsequent Hellenic tradition. Readings this quarter concentrate on (a) substantial selection(s) of Greek poetry (e.g. Sophocles, Euripides). This class focuses on the literary and historical context of the text(s) in question, as well as the rhetorical and stylistic qualities of Greek poetry. Review of grammar and the development of vocabulary will occur as necessary. 

Immerse yourself in the Greek poetry written by various authors from ancient Greece and the subsequent Hellenic tradition. This course involves reading (a) substantial selection(s) from (an) important moment(s) in this literary history (e.g. Homer’s Iliad). In addition to translation, regular discussion will focus on the relationship between language and literary art, the legacy of the work or works under consideration, and the study of grammar and vocabulary as necessary. 

We read the text of the historian in Greek and contextualize his contribution to the classical period, with some discussion of his perspectives on the past, people, and artifacts he records.

Lucian of Samosata (b. approx. AD 120), like many authors of the New Testament, wrote in Greek but was born and grew up in an Aramaic speaking community. His idiosyncratic literary output comprises around 70 prose pieces which reflect a engaging synthesis of comedy, satire, popular philosophy, and theological musing. Many of his works present a savvy commentary on his cultural and religious environment, and especially enjoyable is his mirthful abandon in identifying religious quackery and the victims of it. As one of the most important and prolific pagan authors of the early centuries AD, Lucian's works form an important background to the early Christian movement, both in his direct references to Christians (in the Peregrinus and Alexander) and in his sensitive description of the vast religious amalgam in which early Christianity grew.

The class will focus on daily close reading and analysis of Lucian's Greek and discussion of his ideas. We will read the first 20 or so of the Dialogues of the Gods, Lover of Lies, Alexander the False Prophet, and the Death of Perigrinus. These works represent a sampling of genres in which Lucian is at his best: mythic paraphrase and parody and religious and social satire.

What is the Iliad about? Although the poem famously announces its theme to be “the wrath of Achilles,” the first three books of the epic repeatedly expand and shift the poem’s scope, altering the audience’s perspective and sympathies. In this course, we will read in Greek the first three books of the Iliad, with an eye to the poem’s multiple “beginnings.” Our aim will be to explore how these layered openings set up the Iliad’s manifold and rich narrative.

This class on Euripides’ Medea will work in lockstep with an upcoming production at the Court Theatre of the Luis Alfaro’s Mojada, a Medea that will be set in the Chicago neighborhood of Pilsen, which examines the tragedy of the American immigration system through the story of one family from Mexico. We will discuss the construction of the play through its performance, both in its original setting and each time it is adapted and staged, and will examine the circumstances of immigration in American portrayed by Luis Alfaro, who will be involved in the course as well as the production. We will attend rehearsals and talk to the director, crew and performers of the play as the production takes shape and will also attend the play at the end of the term. Readings will include Medea by Euripides, as well as a number of adaptions and critical texts. (No knowledge of Greek is required for the course, but those who wish to take it as a Greek course will have additional reading assignments in Greek.)

Substantial selections will be read from Cato, Caesar, Cicero, Sallust, Livy, Seneca, Pliny, and Tacitus with an eye toward how the collapse of the Roman Republic affected literary expression.

We shall read extended selections from poetry writers of recognized importance to the Latin tradition. Our sampling of texts will emphasize writers of the Late Republic and Early Principate.

This course is a practical introduction to the styles of classical Latin prose. After a brief and systematic review of Latin syntax, we combine regular exercises in composition with readings from a variety of prose stylists. Our goal is to increase the students' awareness of the classical artists' skill and also their own command of Latin idiom and sentence structure.

Undergraduates consent of instructor.

Introduction to Classical Latin introduces students to the fundamentals of the Latin language through which students may access the works of Vergil, Horace, Cicero, Tacitus, and Ovid (among countless others). This course represents the first step. Course work involves the reading and writing of Latin, alongside the development of vocabulary and the formal study of grammar. Students encounter authentic texts throughout the course. Successful completion of this course will prepare students for LATN 102. 

Introduction to Classical Latin introduces students to the fundamentals of the Latin language through which students may access the works of Vergil, Horace, Cicero, Tacitus, and Ovid (among countless others). This course represents the second step. Course work continues to involve the reading and writing of Latin, alongside the further development of vocabulary and the formal study of grammar. Students will increase their reading proficiency as they engage with longer, more complex, and more interesting sentences and passages, including selections from authentic texts. Successful completion of this course will prepare students for LATN 103. 

Introduction to Classical Latin introduces students to the fundamentals of the Latin language through which students may access the works of Vergil, Horace, Cicero, Tacitus, and Ovid (among countless others). This course represents the third and final step in the sequence. Course work continues to involve the reading and writing of Latin, alongside the further development of vocabulary, the formal study of grammar, and the critical appreciation of composition and style. Students engage with increasingly longer selections from authentic texts as the course progresses. Successful completion of this course will prepare students for intermediate coursework beginning with LATN 201. 

Accelerated Introduction to Classical Latin introduces students to the fundamentals of classical Latin through a sequence of two courses. By the end of this first course, students will have encountered nearly all the most commonly used Latin grammar and a large collection of Latin vocabulary. They will also develop their reading proficiency by engaging longer, more complex, and more interesting sentences and passages of Latin, including selections from authentic texts. Through these readings, students will touch upon various aspects of the Roman world, engaging not only with the history of the city, but also with the society, culture, politics, and religion of its people. Successful completion of this course will prepare students for LATN 112. 

Accelerated Introduction to Classical Latin introduces students to the fundamentals of classical Latin through a sequence of two courses. By the end of this second and final course, students will have encountered all the most commonly used Latin grammar and an even larger collection of Latin vocabulary. Their reading proficiency continues to increase by engaging longer, more complex, and more interesting Latin. The second half of the course subsequently focuses on the reading of increasingly longer selections from authentic Latin texts. Through these readings, students explore a range of authors and genres, who touch upon various aspects of the Roman world, not only the history of the city, but also the society, culture, politics, and religion of its people. Successful completion of this course will prepare students for intermediate Latin courses (LATN 20100-20200-20300). 

Students undertake a review of the fundamentals of classical Latin in the context of developing their reading proficiency. A general ability to recognize common Latin – case uses and regular constructions – as well as a strong basis in Latin vocabulary is assumed. Students continue to increase their reading proficiency by engaging longer, more complex, and more interesting selections of authentic Latin. Through these readings, students explore a range of authors and genres, who touch upon various aspects of the Roman world, not only the history of the city, but also the society, culture, politics, and religion of its people.

Successful completion of this course will prepare students for intermediate Latin courses (LATN 20200-20300). 

Immerse yourself in the Latin prose and poetry written by various authors from ancient Rome through the long tradition and reception of Latin literature. Readings this quarter involve increasingly longer selections of Roman prose and poetry (e.g. Cicero, Catullus), with an aim to review grammar and improve reading proficiency. Discussion in class will focus on the literary, historical, and cultural contexts necessary to appreciate the authors and texts. In addition to review, more advanced grammar will occasionally be introduced and vocabulary will be surveyed as necessary. 

Immerse yourself in the Latin prose written by various authors from ancient Rome through the long tradition and reception of Latin literature. Readings this quarter concentrate on (a) substantial selection(s) of Roman prose (e.g. the epistles of Seneca or Pliny, the histories of Livy or Sallust). This class focuses on the literary and historical context of the text(s) in question, as well as the rhetorical and stylistic qualities of Latin prose. Review of grammar and the development of vocabulary will occur as necessary. 

Immerse yourself in the Latin poetry written by various authors from ancient Rome through the long tradition and reception of Latin literature. This course involves reading (a) substantial selection(s) from (an) important moment(s) in this literary history (e.g. Vergil's Aeneid, Ovid’s Metamorphoses). In addition to translation, regular discussion will focus on the relationship between language and literary art, the legacy of the work or works under consideration, and the study of grammar and vocabulary as necessary. 

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.

The goal of this course is threefold: 1. To read through some 1500 lines of Lucan’s epic on the war between Caesar and Pompey in Latin; 2. To read all of the epic in English; 3. To explore and discuss the critical responses to this work in the 20th century, including literary, philosophical, and psychological frameworks.

Online Materials: Bibliography at http://www.let.kun.nl/V.Hunink/documents/lucanbciii biblio-graphy.html.
Full Latin text at http://www.thelatinlibrary.com/ lucan.html.

The object of the course is to acquiant ourselves with several philosophical works among Augustine's earliest writings. We will read Augustine's De magistro in Latin. Written in 389, it represents a dialogue with his son, Adeodatus, on the nature of language. We will also read four other works of Augustine in English: Soliloquies, De Ordine, Contra Academicos, and the autobiographical books of the Confessions. Alongside these are assigned some notable works of secondary literature on the Augustine's philosophy of language and epistemology.

We shall focus on prose and poetry from the Carolingian Renaissance that reflects the age’s revived emphasis on a classical forms and grammar.