Undergraduate Courses 2019-20


Classical Civilization:

CLCV 12900.  Civil War Literature.  (SIGN 26052). The Romans did not invent political strife, far from it, but they named the concept. Civil war (bellum civile) is technically formal war among citizens. Since antiquity, the Roman civil wars of the first century BCE, which brought the Roman Republic to the point of collapse, have been paradigmatic not only for the modern conceptualization of political discord, but for its narration. As Marx said of various stages of the French Revolution, it was fought in Roman garb, first of the Roman Republic, then of the Roman Empire. Despite the formal definition, ancient and modern tales of civil war typically turn on discord within the family, among the sexes, and in the cosmic order. Civil war comes to stand for pervasive social collapse. Beginning with Thucydides’ famous description of stasis on Corcyra, readings will encompass selections from Roman history (Caesar, Sallust, Velleius Paterculus, Tacitus), biography (Plutarch, Suetonius), Latin poetry (Horace, Propertius, Vergil, Seneca, Lucan), modern novels on civil war with Roman resonances (Victor Hugo, Michel Houellebecq), and articles on civil war from political science and conceptual history. Central questions will be repetition in history, whether civil war can ever come to an end, and whether its ghastly horror is constitutive of the political order and, if so, of what kind. M. Lowrie.  Spring.

CLCV 15019.  Ancient Drama, Modern Theory. (SIGN 26055, TAPS 17019) This course will travel through the great dramas of ancient Greece, including works of Aeschylus, Sophocles, Euripides and Aristophanes. Moreover, it will show how the history of contemporary thought has been shaped by reflection on Greek tragedy, starting from the philosophy of Hegel and Nietzsche, the psychoanalysis of Freud and Lacan, the feminist critiques of Luce Irigaray, Julia Kristeva and Judith Butler, works of structuralism and poststructuralism, and finally the recent material and affective turns in scholarship. Along the way, we will draw insights on modern movements of the performance arts from adaptations, including those in dance (Martha Graham), in film (Pier Paolo Pasolini, Lars von Trier), and in drama itself (Anne Carson). As this course will demonstrate, there is hardly an intellectual or artistic movement of recent history that has not taken its cue from Greek drama. All reading will be in English.  S. Nooter. Autumn. 

CLCV 16619 Markets Before Capitalism. (=HIST 16602, SIGN 26054) Is the market system a new invention linked to the recent development of modern European societies? Is the market the hero or the villain of the story? Is everything marketable? Is the market the driver for economic development? We will address these and other questions in a deliberately comparative way, focusing on the cases of ancient Mesopotamia, ancient Greece and Rome, as well as medieval and early modern Europe. We will read excerpts from Smith, Ricardo, Marx, Weber, Polanyi, Braudel, Wallerstein, Geertz, Horden, and Purcell. We will examine the controversies in which these scholars were involved and the echoes they still have in our own contemporary debates.
Course Requirements: two papers, two quizzes
Note: History Gateways are introductory courses meant to appeal to 1st- through 3rd-yr students who may not have done previous course work on the topic of the course; topics cover the globe and span the ages. A. Bresson. Autumn.

17319. The Body in Ancient Greek Art and Culture. (=ARTH 17303, GNSE) This course provides an introduction to the role of the human body in ancient Greek art. We will examine, on the one hand, the various ways in which Greek artists represented the body, and consider how forms of bodily identity such as gender and sexuality were constructed and articulated through artistic practice. But we will also consider the ways in which works of art themselves — statues, paintings, vessels — could function like bodies or in place of bodies, expanding the notion of what it means to be a living being. Readings will range from primary texts — ancient literature in translation — to more theoretical writing on embodiment, gender, and sexuality. S. Estrin. Autumn.
CLCV 20419.  Empire in Ancient World.  (CLAS 30419, HIST 40400, ANCM 40419) Empire was the dominant form of regional state in the ancient Mediterranean. We will investigate the nature of imperial government, strategies of administration, and relations between metropole and regional powers in Persia, Athens, the Seleucid empire, and Rome. C. Ando. Autumn.
CLCV 20700. Ancient Mediterranean World I. (=HIST 20700) This course surveys the social, economic, and political history of Greece from prehistory to the Hellenistic period. The main topics considered include the development of the institutions of the Greek city-state, the Persian Wars and the rivalry of Athens and Sparta, the social and economic consequences of the Peloponnesian War, and the eclipse and defeat of the city-states by the Macedonians. J. Hall. Autumn.

CLCV 20800. Ancient Mediterranean World II. (=HIST 20800) This quarter surveys the social, economic, and political history of Rome, from its prehistoric beginnings in the twelfth century BCE to the end of the Severan dynasty in 235 CE. Throughout, the focus is upon the dynamism and adaptability of Roman society, as it moved from a monarchy to a republic to an empire, and the implications of these political changes for structures of competition and cooperation within the community. A. Bresson. Winter.

CLCV 21019 Ancient Stones in Modern Hands. (=HIST 2/39422, ARTH 2/303304 CLAS 31019) Objects from Classical antiquity that have survived into the modern era have enticed, inspired, and haunted those who encountered or possessed them. Collectors, in turn, have charged ancient objects with emotional, spiritual, and temporal power, enrolling them in all aspects of their lives, from questions of politics and religion to those of race and sexuality. This course explores intimate histories of private ownership of antiquities as they appear within literature, visual art, theater, aesthetics, and collecting practices. Focusing on the sensorial, material and affective dimensions of collecting, we will survey histories of modern classicism that span from the 18th century to the present, from the Mediterranean to the Pacific. Historical sources will include the writings of Johann Gottfried Herder, Johann Joachim Winckelmann, Emma Hamilton, Vernon Lee, and Sigmund Freud, among others, while secondary source scholarship will draw from the fields of gender studies, history of race, history of art, and the history of emotions. We will supplement our readings with occasional museum visits and film screenings. This course is team taught as an interdisciplinary course, and we welcome students from all backgrounds, with no previous experience in ancient art or modern history required. S. Estrin and A. Goff.  Winter.

CLCV 21719. Devils and Demons: Agents of Evil in the Bible and Ancient World.  (=NEHC 20214) While the words “devil,” “demon,” and “Satan” usually conjure the image of a horned and hoofed archfiend, this has not always been the case. Students in this course will discover both the origins of and complications to dominant popular images of “the Devil” by engaging ancient Middle Eastern and Mediterranean texts, including Mesopotamian literature, the Hebrew Bible, the New Testament, and other early Christian and Jewish texts. We will discuss Satan’s origins as the biblical god Yahweh’s henchman, Mesopotamian and Greco-Roman conceptions of subordinate divine entities, Hellenistic and Roman-period tendencies towards cosmic dualism, and much more. Students will also have the opportunity to explore pop culture and political discourse to examine how Biblical and other ancient demons productively recur in such contexts. A guiding question will be why the category of “demon” has proven so productive and necessary to diverse religious worldviews and what the common features and actions of these figures reveal about persistent human anxieties. M. Richey.  Spring.

CLCV 21919. Hymnic Mythologies: Greek, Latin, Hittite, Sanskrit, and Avestan (=CMLT 24189).  How do hymns make use of myth in its various guises to develop their religious and literary programs? What is the functional difference between embedded narrative and indirect allusion? How do ideologies give shape to literary forms in different context of religious performance? These are some of the questions that will animate this course, which provides an introduction to the comparative skills useful in the study of poetics, myth, and religion in ancient literatures. Taking as our focus several of the major branches of the Indo-European language family, we will address the political and academic limitations and implications of the genealogical method (that is historically favored in the relevant scholarship) before moving onto newer methods, such as those of descriptive typology, that are both more ethical and more translatable to the study of literature more broadly. Students will be taught how to work intuitively with unfamiliar primary sources by relying on close-readings, discovering comparanda in unusual places, and generally learning to propose fresh interpretive solutions to ancient questions. C. Sansone, Winter.

CLCV 22519. The Life and Afterlife of Cleopatra (=GNSE 23124)  Cleopatra is one of the most notorious women in history. The quintessential femme fatale, she has permeated Western cultural imagination for more than 2,000 years. Born of a bastard king, she rose to power in one of the most turbulent times in human history – Rome was waging bloody civil war, the empires of Alexander the Great’s legacy were falling, and Egypt was in revolt and uprising. Her story is one of political intrigue, sex, power, murder, war, and suicide. But her story was never her story alone. Once the asp took its fatal bite, Cleopatra’s story was coopted by her enemies and her legacy was built at the intersections of gender, sexuality, and race over the last two millennia.
This course has two main objectives: 1. to strip back the Western, male gaze of Cleopatra’s legacy and evaluate Cleopatra’s reign within its own context; and 2. to interrogate Cleopatra’s constructed identities and the role they have played and still play in society. In this course, students will take a critical look at the life and legacy of Cleopatra VII, queen of Egypt, through a wide-array of primary source materials and a selection of her vast reception, including Roman, Arabic, and Renaissance literature; Shakespeare; Afrocentric art, literature, and pop culture; film; comedy; advertising; and popular music.  J. Johansen. Winter.

CLCV 22919. "Asia Minor" Between Myth and History: Towards a Postcolonial Archaeology of Anatolia. (=NEAA 20028).  Many think of Anatolia, modern Turkey, as lying at the crossroads of civilizations, the meeting-place of East and West. The metaphor holds because it is partially true: Anatolian locales and individuals appear in both Greek and Near Eastern sources, almost as soon as written traditions themselves exist; likewise, the archaeological evidence from Anatolia increasingly suggests a web of long-distance connections extending east and west from time immemorial. But this language of betweenness serves another purpose: from the ‘topless towers’ of Troy to the golden halls of King Midas, the archaeological sites of modern Turkey play a starring role in Greco-Roman foundation myths, making them—or the narratives we have built up around them, the parts of them we choose to claim—essential to constructions of ‘western’ identity.

Taking our cue from a close reading of Said’s Orientalism, in this course we will bring a critical eye to the prevailing narratives of Anatolian history, disentangling textual and archaeological evidence and their corresponding interpretive frameworks at four key sites: Troy, Gordion, Sardis, and Karatepe in Cilicia. More than just text vs. archaeology, this is a course that gets at the heart of the historical method—the confusing, contradictory, often messy process of interpreting what remains to us of the past as it has built up over time. Through presentations, research assignments, and exercises with primary evidence, students will build skills in creative problem-solving and critical thinking. In addition, students will gain basic familiarity with ArcGIS, culminating in a summative, team-built StoryMap that will place the building blocks of Anatolian history in clear spatial and chronological context.  K. Morgan. Spring.

CLCV 23119 Uncanny Resemblances. (=ARTH 2/34106, CLAS 33119, KNOW) This course examines one of the most captivating bodies of portrait art in the Western tradition. Captivating because they are at once disquietingly familiar and strange: familiar in their realism and psychological presence, yet foreign in their temporal remoteness. For well over a century, the study of Roman portraiture, an essentially German subfield of classical archaeology, has largely confined itself to forensic problems of dating and identification. More recent work has focused on social and political topics ranging from site-specific issues of context and display, patronage and power, gender, and the ideological stakes of recarving and reuse. Additionally, we will consider the historiographical and media-archaeological contexts that have profoundly shaped and framed our understanding of these objects, both in antiquity and modernity: e.g., the production (and reproduction) of wax and plaster death masks in Roman funerary custom; ancient theories in the domain of optics that were used to explain the phenomenon of portraits whose eyes appear to follow a beholder in space; how the stylistic category of “veristic” portraiture in the Roman Republic has its origins not in antiquity (despite the Latin etymology), but rather in the painting and photography of the Neue Sachlichkeit in Weimar Germany; and how the contemporary use of digital craniofacial anthropometry to study the recarving and reuse of Roman portraits relates to Sir Francis Galton’s criminological apparatus for creating composite photographic images using portraits from ancient coins as early as 1885. P. Crowley. Spring.

CLCV 23608. Aristophanes’ Athens. (CLAS 33608, ANCM 33900, =HIST 30803, HIST 20803) The comedies of Aristophanes are as uproarious, biting, and ribald today as they were more than 2,400 years ago. But they also offer a unique window onto the societal norms, expectations, and concerns as well as the more mundane experiences of Athenians in the fifth century BCE. This course will examine closely all eleven of Aristophanes’ extant plays (in translation) in order to address topics such as the performative, ritual, and political contexts of Attic comedy, the constituency of audiences, the relationship of comedy to satire, the use of dramatic stereotypes, freedom of speech, and the limits of dissent. Please note that this course is rated MA for adult themes and language.  J. Hall. Winter.

CLCV 23719.  Empires and Peoples: Ethnicity in Late Antiquity (=HIST 20902/30902 CLAS 33719) Late antiquity witnessed an unprecedented proliferation of peoples in the Mediterranean and the Middle East. Vandals, Arabs, Goths, Huns, Franks, and Iranians, among numerous others, took shape as political communities within the Roman and Iranian empires or along their peripheries. Recent scholarship has undone the traditional image of these groups as previously undocumented communities of "barbarians" entering history. Ethnic communities emerge from the literature as political constructions dependent on the very malleability of identities, on specific acts of textual and artistic production, on particular religious traditions, and, not least, on the imperial or postimperial regimes sustaining their claims to sovereignty. The colloquium will debate the origin, nature, and roles of ethno-political identities and communities comparatively across West Asia, from the Western Mediterranean to the Eurasian steppes, on the basis of recent contributions. As a historiographical colloquium, the course will address the contemporary cultural and political concerns—especially nationalism—that have often shaped historical accounts of ethnogenesis in the period as well as bio-historical approaches—such as genetic history—that sometimes sit uneasily with the recent advances of historians.  PQ: Open to advanced undergraduates and graduate students. R. Payne. Spring.

CLCV 24019. Death and Disease in the Ancient World.  (=HIST 20806/30806 CLAS 34019)This course examines aspects of death and disease in the Greco-Roman world through a wide range of evidence and historical approaches. We will focus on the major problems of individual and public health in these cultures, how they understood health philosophically, scientifically, and culturally and what measures they took to ensure it (or not). Topics will range from bacterial infections to environmental pollutants to personal hygiene. We will also examination how many aspects of ancient medicine were practiced and theorized. Later in the quarter we will consider various aspects of death: logistical and practical, cultural and religious.  M. Andrew. Winter.

CLCV 24119.  Rome: The Eternal City (=HIST 16603) The city of Rome was central to European culture in terms both of its material reality and the models of political and sacred authority that it provided. Students on this course will receive an introduction to the archaeology and history of the city from the Iron Age to the early medieval period (ca. 850 BCE–850 CE) and an overview of the range of different intellectual and scientific approaches by which scholars have engaged with the city and its legacy. Students will encounter a broad range of sources, both textual and material, from each period that show how the city physically developed and transformed within shifting historical and cultural contexts. We will consider how various social and power dynamics contributed to the formation and use of Rome's urban space, including how neighborhoods and residential space developed beyond the city's more famous monumental areas. Our main theme will be how Rome in any period was, and still is, a product of both its present and past and how its human and material legacies were constantly shaping and reshaping the city's use and space in later periods. M. Andrews.  Spring.

CLCV 24219. Troy and Its Legacy. (=HIST 20404/230404 CLAS 34219) This course will explore the Trojan War through the archaeology, art, and mythology of the Greeks and Romans, as well as through the popular imaginings of it in later cultures. The first half will focus on the actual events of the "Trojan War" at the end of the second millennium BCE. We will study the site of Troy, the cities of the opposing Greeks, and the evidence for contact, cooperation, and conflict between the Greeks and Trojans. Students will get an introduction to the history of archaeology and the development of archaeological fieldwork. The second half will trace how the narrative and mythology of Homer's Iliad and the "Trojan War" were adapted and used by later civilizations, from classical Greece to twenty-first-century America, to justify their rises to political and cultural hegemony in the Mediterranean and the West, respectively. M. Andrews. Spring.

CLCV 24319.  The Idea of Freedom in Antiquity. (CLAS 34319, LLSO 24319, HIST 2/30507) Freedom may be the greatest of American values. But it also has a long history, a dizzying variety of meanings, and a huge literature. This course will be an introduction to critical thinking on freedom (primarily political freedom) with an emphasis on Greco-Roman texts. The first half of the class will focus on Greek authors, including Herodotus, Euripides, and Aristotle. The second half will focus on Roman authors, from Cicero to Livy to Tacitus. The ancient texts will be supplemented by modern literature on freedom, such as John Stuart Mill and Isaiah Berlin. A. Horne.  Autumn.

CLCV 24519.  Dreams in the Ancient World. (CLAS 34519, NEHC 20613/30613, ANCM 44519, RLST 24503). Dreams belong to the universals of human existence as human beings have always dreamt and will continue to dream across time and cultures. The questions where do dreams come from and how to unravel a dream have always preoccupied the human mind. In this course we will focus on dreams in the Greco-Roman and Greco-Egyptian cultural environments. We will cover dreams from three complementary perspectives: dreams as experience, dream interpretation and dream theory. The reading materials will include: (a) a selection of dream narratives from different sources, literary texts as well as documentary accounts of dreams; (b) texts which document the forms and contexts of dream interpretation in the Greco-Roman and Greco-Egyptian cultures and (c) texts which represent attempts to approach dreams from a more general perspective by among others explaining their genesis and defining dream-types. S. Torallas. A. Maravela. Autumn.

CLCV 25019. Classical Reception Studies: Key Texts and Ideas. (CLAS 24519, KNOW 24519)  Classical Reception Studies: Key Texts and Ideas Antiquity never really ended. Ancient texts, images, and ideas have continued traveling widely - from Baghdad to Toledo, from Rome to Tokyo - and they are still with us today in our daily lives, not just in literature and art but also in politics and propaganda. How can we study and understand the continued presence of ancient Greece and Rome? One of the still dominant approaches, which has emerged since the 1990s, is 'classical reception studies'. While this label might suggest a homogenous field of study, the field's methods and theoretical positions are quite diverse. This seminar works towards a better understanding of the different theoretical orientations in classical reception scholarship. We will discuss a selection of key texts of classical reception studies by, among others, Charles Martindale, Simon Goldhill, and Edith Hall. How do they conceptualize 'reception'? What is understood by 'the classical'? What traditions of research and thought do they respond to? And how do different approaches to reception relate to ideas about classical 'influence', 'tradition', and 'legacy'? The course is open to graduate students from various humanities disciplines interested in the many ways in which ancient texts, images, and ideas have been transmitted, interpreted, and reused in later periods. All texts will be made available. H. Lamers. Spring.

CLCV 25219.  Art of Rhetoric from Aristotle-Cicero. (CLAS 35219, LLSO 25219).  Rhetoric was the supreme technology of the Greco-Roman world, and the principal focus of formal schooling up to the end of antiquity and beyond.  The readings for the course show how the psychology of persuasion was reduced to a system, how the system was adapted to political structures of the very different societies in which it flourished, and how orators put it into practice: Aristotle’s Rhetoric, Cicero’s On the Orator and Brutus, and selected speeches of Demosthenes, Cicero, and others.  P. White.  Spring.

CLCV 25319.  Gender and Sexuality in Late Antiquity: Precursors and Legacies (= BIBL 42919 RLST 22910, GNSE 22910/42910, CLAS 35319)  In this course students will trace how gender was theorized and normative behavior was prescribed and enforced in the ancient world. We will begin with materials from the Greco-Roman world, Hebrew Bible, and the Second Temple Period. As the quarter progresses, we will turn our attention to early and late ancient Christian authors, focusing on the way asceticism and emergent ecclesial institutions shaped the lives of women and gender non-conforming individuals. Throughout the course students will learn to navigate the pitfalls and opportunities the study of gender affords for understanding the development of biblical interpretation, the transformation of classical Graeco-Roman culture, and the formation of Christian doctrine. How did Christianity challenge and preserve norms for female behavior? How did Rabbinic and early Christian authors approach questions of sexuality differently? Along the way we will bring 20th-century theorists of sexuality and gender into our conversations to illuminate pre-modern discourses of virginity, sexual experience, and identity. Primarily we will approach texts through a historical lens while paying attention to the theological and ethical issues involved. At the end of the course we will examine the legacy of late ancient debates, tracing how earlier teaching about gender and sexuality co-exists with, challenges, and informs modern secular worldviews. Open to both undergraduate and graduate students. PQ: No languages are required, but there will be ample opportunity for students with skills in Greek, Latin, Syriac, and Hebrew to use them. Erin Galgay Walsh.  Autumn.

CLCV  25507. Ancient Greek Mystery Cults. (=CLAS 35507). This course will examine the major mystery cults of the Greek and Roman worlds, beginning with the Eleusinian and Samothracian mysteries and ending with the cults of Isis and Mithras. C. Faraone. Spring.

CLCV 25808. Roman Law. (=CLAS 35808, HIST 213004/31004, SIGN 26017, LLSO 21212) The course has two chief aims. First, to investigate the Roman law as a topic of historical inquiry and to chart its development over time; to study its implication in political and demographic changes in the society it sought to map; and to raise problems of evidence and method in grappling with the sources of knowledge that survive to us. Second, to consider some areas of legal doctrine and legal practice both in Rome itself and in the communities over which Rome ruled.  C. Ando, Spring.

CLCV 26017. Gods and God in Roman Asia Minor.  (CLAS 36017, HIST 2/30308, NELC DIV) Roman Asia Minor in the Imperial period provides an extraordinary case of religious plurality and creativity. Pagans, Jews, Christians, even already Christian heretics, interacted in the same space. The frontiers between Jewish and Christian communities were, at least at the beginning, more fluid than was long thought. But even the frontiers between paganism and Judaism or Christianity were certainly not as rigid as was later imagined. This does not mean, however, that there were no tensions between the various groups. This class will examine the various aspects of this religious diversity as well as the social and political factors that may explain the religious equilibrium prevailing at that time in Asia Minor. Course Requirements: two papers, two quizzes.  A. Bresson.  Winter.

CLCV 26119.  Muses and Saints: Poetry Within the Christian Traditions. (=BIBL 33000/RLST 23000, CLAS 36119).  This course provides an introduction to the poetic traditions of early Christians and the intersection between poetic literature, theology, and biblical interpretation. Students will gain familiarity with the literary context of the formative centuries of Christianity with a special emphasis on Greek and Syriac Christians in the Eastern Mediterranean from the fourth through the sixth centuries. While theology is often taught through analytical prose, theological reflection in late antiquity and early Byzantium was frequently done in poetic genres. This course introduces students to the major composers and genres of these works as well as the various recurrent themes that occur within this literature. Through reading poetry from liturgical and monastic contexts, students will explore how the biblical imaginations of Christians were formed beyond the confines of canonical scripture. How is poetry a mode of “doing” theology? What habits of biblical interpretation and narration does one encounter in this poetry? This course exposes students to a variety of disciplinary frameworks for studying early Christian texts including history, religious studies, feminist and literary critique, as well as theology. Students will also analyze medieval and modern poetry with religious themes in light of earlier traditions to reflect on the poetry and the religious imagination more broadly. Open to undergraduate and graduate students; Graduate students may choose to attend weekly translation group. Erin Galgay Walsh.  Spring.

CLCV 26419.  Magic in the Ancient Mediterranean. (CLAS 36419, ANCM 46419)  In this course we will mainly focus on the magical rituals (e.g. curses, necromancy, erotic spells, amulets and divination) practiced in the ancient Mediterranean beginning with the Greeks in archaic times and ending with the fall of the Roman Empire, with some discussion of Near Eastern and Egyptian influence at the beginning and Jewish and Christian reception at the end.  Course requirements include a midterm and final and the option to write a paper.   C. Faraone. Spring.

CLCV 28319.  Ephron Seminar. "Imagining Nature among the Greeks"? The goal of this course is to gain an understanding of the historical roots of the concept of nature (Greek physis), while being attentive to the diversity of ancient Greek thought about nature even in its early history. In the texts we will read, numerous notions of “nature” can be discerned: for instance, nature as the physical form of an individual, nature as an underlying reality of someone or something, nature as an autonomous thing distinct from human art and from the supernatural, nature as the all-encompassing natural order, or nature as the natural environment. The conceptual and ideological work done by these conceptions also varies wildly. Furthermore, the images associated with the concepts are similarly diverse, ranging from human bodies to magical plants and cosmic spheres, and with a comparable repertory of conceptual and ideological purposes. Yet discussions of the concept of nature typically deal almost exclusively in abstractions: this is true, for instance, of the standard study of physis written over a century ago as a U of C dissertation, which we will read in excerpt. Throughout this class, we will consider not only the explicit and abstract conceptualization of nature, but also a number of related images—especially in the form of metaphors, analogies and personifications—that ultimately fed into the literary and philosophical depictions of nature in the long traditions that have followed. L. Wash.  Winter.

CLCV 29800. BA Paper Seminar.
PQ: fourth-year standing.
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.


GREK 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.

GREK 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. 

GREK 10300. Introduction to Attic Greek III: Prose. Spring. 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.

GREK 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. H. Dik. Autumn

GREK 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. H. Dik. Winter.

GREK 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.  Spring

GREK 21116/31116. Herodotus. (FNDL 21116, NEHC 2/31116, RLST 21116, BIBL 31116) “I, Herodotus of Halicarnassus, am here setting forth my history, that what has been done may not fade in time from the memory of man, and great and remarkable achievements , whether of Greeks or foreign (barbaroi) peoples, may not lack the honor of remembrance” (I 1.1).
“I am going to give an extended account of Egypt, because it has a greater number of remarkable things in it, and presents us with a greater number of extraordinary works, than any other country. For that reason I shall say more about it” (II 35.1).
With those two sentences Herodotus expresses the over-all vision of his great History and his particular fascination with Egypt as a special case study of human civilization and man’s “great and remarkable achievements.” We will read Book II this quarter, with attention to Herodotus’ language and his unrivalled status as master of the older Ionic prose style. We will also focus on his historical method, his relish for narrative detail and diversion, and his interpretatio Graeca of Egyptian culture, civilization, and religion.
D. Martinez. Autumn.

GREK 21216/31216. Greek Philosophy. (FNDL 21005, BIBL 2/31200,) The Phaedrus is one of the most fascinating and compelling of Plato’s dialogues. Beginning with a playful treatment of the theme of erotic passion, it continues with a consideration of the nature of inspiration, love, and knowledge. The centerpiece is one the the most famous of the Platonic myths, the moving description of the charioteer and its allegory of the vision, fall, and incarnation of the soul. We will read the entire dialogue, with special attention the language and style, with a particular focus on religious and theological ideas. E. Asmis. Spring.

GREK 21300/31300. Greek Traged.  We will try to read all of Euripides’ Bacchae in Greek. Students will be expected to prepare translations for class as well as read secondary material in English. Discussions will focus, in part, on the representations of the god Dionysus and his worship in the play and the degree of metatheatricality involved when the god of theater is put on stage. Spring.. C. Faraone. Spring.

GREK 24519/34519. Lucian. Lucian’s sparkling dialogues and essays are among the best of Greek humorous writing. Conscious of his long tradition, Lucian explores such topics as moral philosophy, literary history, and issues of fantasy, escapism, and belief—all while maintaining a light touch. We will read several works of Lucian in the original Greek. Translation will be supplemented by thematic discussions of Lucian’s comic technique and intellectual concerns. A. Horne.  Winter.

GREK 25116/35116. Reading Greek Literature in the papyri  (BIBL 36916 HCHR 36916, ANCM 45116).
The earliest—and often the only—witnesses for Greek literary works are the papyri. This makes their testimony of great importance for literary history and interpretation, but that testimony does not come without problems. In this course we will cover some of the concepts and techniques needed to recover the literary treasure contained in this highly complex material: from the history of book forms, the textual tradition of literary works, and the creation of the canons to more philological aspects such as editorial practice, Textkritik and paleography. Our literary corpus will include biblical texts, paraliterary (school and magical) texts, and translations of Egyptian texts into Greek. We will work with photographs of the papyri, and every part of the course will be based on practice. As appropriate we will also work with the University of Chicago’s collections of papyri. Requirements: at least two years of Greek. S. Torallas. Autumn.

GREK 27100. The Corpus Hermeticum.  (=BIBL 49900, GREK 37100). PreReq: 2 years of Greek.  According to Clement of Alexandria Hermes Trismegistus authored 42 "fundamental books" on Egyptian religion. The writings under his name which are extant, dating between the first and third centuries AD, incorporate many styles and genres, including cosmogony, prophecy, gospel, popular philosophy, anthropology, magic, hymn, and apocalypse. The first treatise in the collection well represents the whole. It tells how the god Poimandres manifests to his follower a vision, revealing the origin of the kosmos and humanity, and how archetypal man descends to his fallen state and may be redeemed. We will begin with the Poimandres and then read other sections of this strange but absorbing body of material (including Books 4, 10, 13 and 16). D. Martinez..  Winter.


LATN 10100. Introduction to Classical Latin I.  No knowledge of Latin required.
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. C. Shelton. Autumn.

LATN 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

LATN 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

11400.  Latin for Post Beginners I. This course is intended for students with some experience in Latin to quickly review what they know and upgrade their skills in reading and understanding Latin. In this course, students will expand their vocabulary, learn more advanced grammar, and practice extensive reading. C.Shelton. Winter.

11500.  Latin for Post Beginners II.  This course is intended for students with some experience in Latin to quickly review what they know and upgrade their skills in reading and understanding Latin. In this course, students will expand their vocabulary, learn more advanced grammar, and practice extensive reading. C. Shelton. Spring

LATN 20100. Intermediate Latin I.  PQ: LATN 10300 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. Autumn.

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

LATN 20200. Intermediate Latin II: Ovid.  PQ: LATN 20100 or equivalent.
Selected readings from Ovid’s Metamorphoses, one of Latin’s wittiest poems, will introduce intermediate level students to Latin poetry. In addition to continued attention to syntax, the course will focus on metrical scansion, poetic language, and the close reading of stories about sex and politics.  M. Lowrie. Winter.

LATN 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. Spring.

LATN 21100/31100. Roman Elegy. This course examines the development of the Latin elegy from Catullus to Ovid. Our major themes are the use of motifs and topics and their relationship to the problem of poetic persona. D. Wray. Autumn.

LATN 21219/31219. “Philosophical Prose: Cicero, Tusculan Disputations”. (FNDL 21219) Several months after the death of his beloved daughter and just two years before his own death, Cicero composed a dialog with an imaginary interlocutor arguing that death, pain, grief, and other perturbations were an unimportant part of the big picture.  A reading of this famous contribution—all of it in English, selections in Latin—to the genre of consolation literature affords an opportunity to weigh his many examples and his arguments for ourselves.   P. White. Winter.

LATN 21300/31300. Vergil. (FNDL 21301) Vergil’s ten Eclogues are some of Latin literature’s most enigmatic poems. In addition to reading this collection carefully in Latin, we will sample some of Theocritus’ pastoral in translation, Calpurnius Siculus’ Eclogues in Latin, and Milton’s Lycidas. Class time will focus on translation, interpretation, and discussion of secondary readings. M. Lowrie. Spring.

LATN 25200/35200. Medieval Latin (HIST 23207/33207, HCHR 35200) The Practice of Carolingian Saints’ Tales. Spoken “Lingua Romana rustica” departed from canonical Ancient Latin long before the late eighth century. But at this time the renewed study of the Classics and grammar soon prompted scholars and poets to update the stories of their favorite saints, and to inscribe some for the first time. We shall examine examples of ninth-century Carolingian “réécriture” and of tandem new hagiography in both prose and verse by authors such as Lupus of Ferrières, Marcward of Prüm, Wandalbert of Prüm, Hildegar of Meaux and Heiric of Auxerre. All source readings in Classical Latin adapted to new Carolingian purposes, which we shall also explore historically in their own right.  M. Allen. Autumn.