Classics in Translation (CLAS)

Two thousand years ago, Rome was the capital of an empire stretching across the Mediterranean, from England, Spain and North Africa to Turkey, Iraq and Egypt. Built from the wealth of its expansive dominion, it was the greatest metropolis on earth, at the center of a vast web of interconnected regions and cultures. The city has remained the focus of the Catholic Church and Christianity in Europe for more than 1500 years. Since antiquity, Rome has welcomed many of the world's greatest intellectuals, artists, and historical figures. Once at the heart of the Italian Renaissance and now capital of Italy, Rome remains preeminent in the world. This course explores the art, archaeology, history, literature, and urban development of the eternal city, from its legendary Trojan origins to modern times, a period which spans almost three thousand years. The course provides a comprehensive survey of Rome, primarily through the examination of its history and material culture (e.g., architecture, inscriptions, paintings, coins, etc.). We will explore the major archaeological sites and museums, to examine how Rome's monuments and artifacts reflect the social, political, and religious outlook of Roman society over time. As the largest archaeological site in the world, Rome offers an unparalleled insight into the genesis and development of Europe'its history, art, architecture, literature, philosophies, institutions, and heritage'and thereby provides a deeper glimpse of humanity.

This first-year course introduces the general history and culture of ancient Greece and Rome to students coming to the subject for the first time. Literary texts central to the ancient Greek and Roman traditions receive prime attention, including works by Homer, Plato, Cicero, and Virgil, but students are also exposed to the importance of learning from documentary texts, archeology, and art history. Topics discussed include concepts of divinity and humanity, heroism and virtue, gender, democracy, empire, and civic identity, and how they changed in meaning over time. The course allows students to develop a rich appreciation for the Greek and Roman roots of their own lives, and prepares them to study the Greco-Roman past at more advanced levels. Offered annually.

Across the globe and through nearly every period in human history, we find evidence for political states expanding their power and gaining control over their neighbors, near and far: in a word, empires. This course introduces students to a broad selection of pre-modern empires in an attempt to understand what an “empire” is, how empires arise (and fall), what features various empires have had in common, and how they have differed in terms of their political, social, and economic organization. We will pay special attention to methods of control and communication and to the nature of the relationship between rulers and ruled, including attempts at integration and resistance. The societies we will study include the Ancient Near East, Persia, Greece and Macedonia, Rome, China, India, and Mesoamerica as they are revealed through the evidence of art, law, literature, and religion. We will also tackle the notion of “imperialism,” a term first coined in 19th-century England—and one which now holds a negative connotation (the overreaching of an imperial power). Can the modern term “imperialism” be usefully applied to ancient empires? And, in the other direction, can our ancient examples shed light on modern empires and imperialism?

Do gods care about humans? Can the will of gods be understood? Is it worth fighting for one's homeland and giving one's life for the good of the community? What is true love ? Lust, friendship or marital love? How was the world created? In Ancient Greece and Rome it is through myth that humans found fascinating and complex answers to all these questions. What is myth? A collection of traditional stories about the life of ancient gods, heroes, humans and monsters. This class will explore the most important ancient Greek and Roman myths by reading poems, tragedies, novels and philosophical dialogues. Among others, we will consider Hesiod's Myth of the Ages, the tragic stories of Prometheus and Medea, and Plato's myths of the Cave and the civilization of Atlantis. When discussing ancient myths, we will engage in close analysis of the structural components of the selected literary works, focusing especially on how ancient Greeks and Romans intensely related myths to their own historical and cultural concerns. For example, we will explore how Euripides' Trojan Women, with its reflection on the dramatic costs of war, cannot be understood but in the context of the imminent fall of Athenian democracy. Since ancient myth is still relevant to our society, the discussion of ancient texts will be combined with a focus on modern or contemporary echoes of the same myths, starting from Freud's Oedipus complex and the modern use of Prometheus as a metaphor for scientific progress. Furthermore, the final weeks of this class will be dedicated to Native-American Myths and J.R.R. Tolkien's The Lord of the Rings, a twentieth-century masterpiece which combines Greek with Celtic, Persian and Christian mythology.

Be content with what you have! Accept your human and social limits, and never try to overcome them! In their attempt to create a peaceful world (cosmos), ancient Greeks put a high premium on humans' acceptance of their natural condition. Those who asked for more were deemed guilty; their arrogance (hubris) was condemned and punished by the gods. Did ancient Greeks succeed in creating this peaceful world? Many scholars say yes; this course will say no. Ancient Greece is filled with stories of rebels who challenge the established order, and, despite being condemned by their societies, subtly win admiration. Prometheus disobeys the gods to provide mankind with fire. Antigone and Medea blame the male-centric Athenian society for not giving a voice to women and foreigners. Plato condemns his contemporaries for failing to be interested in the truth. Through their lives and suffering, these rebels were making an important statement: We are unhappy with what we have! We want more, and we are not ashamed to say this! The voice of these ancient rebels still resonates today. In this class, the discussion of Prometheus, Antigone and Plato will be combined with modern and contemporary renderings of their myths, from Shelley's Frankenstein and Nolan's Oppenheimer to cinematic re-makings of Plato's myth of the Cave, such as The Truman Show, Inception and the TV-series Chernobyl. The final classes will be devoted to recent movies about the Joker, the famous rebel from DC Comics. In this way, we will discover how myth serves as an expression of human rebellion and desire across different eras.

A weekly discussion group required for those registered for CLAS 10100

A weekly discussion group required for those registered for CLAS 10210, Rebels in Myth: From Antigone to the Joker, or its cross-lists.

Introduces first-year students to the study of classical literature on a comparative basis with readings from Greco-Roman literature.

As a kernel part of the ancient Greek civilization, Greek mythology has a history of more than three thousand years and is also known as Greek and Roman mythology as the result of its long-term assimilation and integration with Roman mythology. Generally speaking, Greek civilization runs parallel to Hebrew civilization as two leading sources of the western civilization as a whole. In regard to its extensive, profound and on-going influences in European countries and beyond, including China, Japan and other Asian countries, Greek and Roman mythology has been contributing to the making and development of the languages, cultures, ideologies and other aspects of both people and society. As to the undergraduate students who take English as their major, it would be helpful for them to better understand the English languages, literature, and culture and have better access to understanding the development of western civilization and its main characterizes if they can learn and interpret Greek and Roman mythology in systematic and profound ways. This course is intended to introduce the evolution of Greek and Roman mythology on the basis of the textbook Greek and Roman mythology and some supplementary reading materials, and help student learn how to analyze and interpret the values and meanings of the legendary stories of gods and goddesses and heroes in Greek and Roman mythology. The main content of the course is teaching about fifty myths with a focus of interpreting their values and meanings from such perspectives as history, culture, religion, literature, visual art, and comparative study. The aim of the course is to help students with essential and systematic understanding of Greek and Roman mythology and lay a foundation for their further study of the English language and culture as well as western history and culture.

Incest and parricide, cannibalism and self-blinding: classical mythology has fascinated artists, writers, and thinkers throughout history, and this unit will serve as an introduction to this strange and brilliant world. We will move from the very first works of Greek literature (noting some of their precursors from the Near East) through to the closing of the pagan temples in late antiquity; on the way, we will encounter a variety of different stances an ancient people adopted with regard to their stories about themselves, their world, and their heroes.

Ancient Christianity developed and spread in the confines of the Roman World, both directly, under Roman rule, and in constant interchange with classical culture, Roman political and cultural institutions. As a result of its emergence, everything in the Roman world changed: thoughts, beliefs, norms, aesthetic preferences and social norms. But how exactly did that shift happen? What did it mean to become a Christian in the Roman world, and how was Christianity itself shaped by that interaction? In this course, we will explore the social, cultural and political preconditions and consequences of Christianization, and the fascinating era that is late antiquity. In this dynamic the city of Rome itself plays an important role. Rome was always more than a material city. It embodied Roman power and Roman identities, and its physical spaces were deeply significant both to the pre-Christian Romans and to the Christians. We will focus on the city and its transformation to document its daily life, civic, religious and political structures as immortalized by buildings and material remains. We will begin with a look at the ancient Roman world at its height: the age of the Emperor Augustus. This time saw both a redefinition and reaffirmation of the Roman self-image (and their concept of the non- Roman world) and the emergence of Christianity. We will then consider important steps in the interaction between these two forces: from conflict and persecution to a redefinition of the ancient heritage and a new understanding of Roman-ness that would shape the Western World. Along the way, we will encounter many of the focal issues that shape the interactions between the church and the secular world to this day, as well as challenge every Christian's views and ethical duties, such as: how did the early Christians/how do we react to phenomena of otherness (migration, minorities, heterodoxy)? How does/did Christianity shape our understanding of the social order? To which degree should Church and State interact, collaborate, or keep apart (e.g. in the military, the Christian basis of secular power, Roman or Christian imperialism)? All of these questions were virulent in antiquity and thus studying late antiquity will also contribute to our understanding of modern complexities. We will base our discussion on the extant primary sources and monuments: onsite visits will allow us to explore objects of art and architecture, archaeological remains and class lectures will be based on inscriptions and literary texts. Thus, we will also discuss the theoretical approaches these various documents require for interpretation, and the methods we employ to understand what they tell us about the past.

Have you ever encountered something or someone exceptional in your life? If you were lucky enough to have such an experience, how did you communicate it to your family, friends and schoolmates? Did you give specific details about this encounter, or did you rather focus on your own emotions at that time? In the Greco-Roman and Biblical world, many people had exceptional encounters mostly with gods and divine-like figures. Most of these encounters are conveyed to us in the form of engaging narratives, which will be the focus of this class. We will start from accounts of divine encounters in human life, ranging from Homeric Hymns to the Biblical stories of Abraham, and from the Gospel narratives down to Apuleius' Metamorphoses, the story of a man transformed into an ass and then saved by the Egyptian goddess Isis. Then, we will focus on the Biblical and tragic stories of unjust sufferers such as Job and Oedipus, who, motivated by the desire to understand their suffering, decided to talk with God and the Olympian gods respectively. Finally, we will explore stories whose narrators struggle to provide details of their encounters with gods because the divine presence is beyond human time and space, and therefore their accounts are filled with chronological disorder and repetition. Here Aristides' account of the dreams in which the god Asclepius appeared to him will be followed by Longus' providential story of Daphnis and Chloe, and by a selection of early Christian martyrdom stories. We will conclude the class watching some movies such as the Truman Show, Les Misérables, and Mel Gibson’s Passion, and a selection from the TV Series The Chosen to explore the most popular medium which narrates stories of human encounters with the gods and the Biblical God in our contemporary era. The entire class will be discussion-based, so that we will help each other to become immersed into the world of ancient (and contemporary) stories about the divine. I hope this class will highlight the differences between Greek, Roman and Biblical responses to the gods, and reflect on the way in which each of us understands and narrates the exceptional encounters of our own life.

Liberal education is one of the greatest cultural achievements of the long Western tradition. But what's the point? And what exactly do we mean by liberal education? Is it education for free people or education to make people free? A people, a group, or just the individual? Privilege or liberation? We will ask why you are pursuing a liberal education. And study where it came from, how it has developed, what are its practices, and what are its justifications. We shall divide our focus between the theory and practice of education. Theorists will include Plato and other ancient, medieval, and early modern thinkers, but we shall devote considerable time to American experiments with liberal education (proponents, critics, opponents). Here we shall read selections from Booker T. Washington, John Dewey, Mortimer Adler, but also the Brazilian Paulo Freire, bell hooks, and contemporary self-described culture warriors. On the practice side: we will consider the materials and conditions of education at various places and times. We shall also practice ourselves some of the ancient and early modern techniques (of writing, reading, memorizing, and performing).

This course will introduce you to the material culture of the ancient Roman world, from spectacular and familiar public monuments like the Colosseum and the Arch of Constantine to more intimately-scaled, private objects like silver dining services, jewelry, and family portraits. Breakthroughs in engineering, the invention of new materials (like concrete), and the Roman genius for marrying cultural assimilation with innovation resulted in an art that has left a formative legacy in artistic production to this day. We will investigate the ways in which major achievements in modes of making such as sculpting, painting, gem-carving, and building dialogued with contemporary developments in Roman politics, society, and religion. In addition to developing your skills in visual analysis, this course will focus on training you to be critical readers and writers. This class includes visits to campus collections and area museums. No prerequisites or prior knowledge of Art History are required for this course.

God, Country, Notre Dame. This legendary World War II motto gives one possible answer to the question: what is worth dying for? Put another way, we might ask: what is worth killing for? The ancient Greeks believed in catharsis, the idea that watching actors play out the extremes of humanity onstage can cleanse us of negative feelings without having to actually experience or inflict pain ourselves. In this class, we will look at how the characters of ancient Greek tragedies shed light on various aspects of the human condition: through Orestes, we will consider how cycles of violence are perpetuated and broken; through Philoctetes, whether we can expect a person to adhere to a moral code in dehumanizing conditions; through Antigone, whether it is justifiable to break the law if the law itself is unjust; through Medea, how oppression based on gender, ethnicity, and social standing can harm not only the oppressed but also the oppressor. In addition to reading the plays in translation, we will watch two modern adaptations unfold onstage through viewings of Antigone and Medea, produced and recorded by the Royal National Theatre. From fate to free will, family curses to divine intervention, hubris to human error, grief to fury, this class will explore the complexities of the human existence and the question at the heart of it all: what do we live for?

An outline introduction to the history of ancient Greece from the Bronze Age to the Roman conquest. The topics covered include the rise of the distinctive Greek city-state (the polis), Greek relations with Persia, Greek experiments with democracy, oligarchy, and empire, the great war between Athens and Sparta, the rise to power of Philip and Alexander of Macedon, and the Greeks' eventual submission to Rome. Readings include narrative, documentary, and archeological sources. The course prepares students for more detailed courses in ancient history. Offered biennially.

Theater was one of the most treasured institutions of Classical Athens, where plays were performed that would move and shock audiences for centuries to come. In this class, we will survey the enthralling tradition of Classical Greek drama by reading texts translated into English from 5th century BCE Greek. Together, we will see families torn apart and reunited, soldiers returning home bearing the trauma of war, and women fighting for their freedom. We will proceed through selected works of the three primary Greek tragedians - Aeschylus, Sophocles, and Euripides - and end with the absurdist comedy of Aristophanes. Each week will focus on one play to explore its primary themes as well as the functions and characteristics of ancient Greek theater, and the larger historical, archeological, and cultural contexts within which these texts were originally performed. No prior knowledge of Greek culture, history, or language is necessary.

Across the globe and through nearly every period in human history, we find evidence for political states expanding their power and gaining control over their neighbors, near and far: in a word, empires. This course introduces students to a broad selection of pre-modern empires in an attempt to understand what an “empire” is, how empires arise (and fall), what features various empires have had in common, and how they have differed in terms of their political, social, and economic organization. We will pay special attention to methods of control and communication and to the nature of the relationship between rulers and ruled, including attempts at integration and resistance. The societies we will study include the Ancient Near East, Persia, Greece and Macedonia, Rome, China, India, and Mesoamerica as they are revealed through the evidence of art, law, literature, and religion. We will also tackle the notion of “imperialism,” a term first coined in 19th-century England—and one which now holds a negative connotation (the overreaching of an imperial power). Can the modern term “imperialism” be usefully applied to ancient empires? And, in the other direction, can our ancient examples shed light on modern empires and imperialism?

We will use ancient sources, material evidence and modern scholarship to attempt and reconstruct the first seven centuries of Roman history, broadly speaking, from the foundation of Rome (and the murder of Remus) to the murder of Julius Caesar and the civil war. Throughout the course, we will ask two main questions: how did the Romans manage to transform their small town into a world power in a few centuries? That is, why did the Romans, and not any other people, manage to conquer and unify the entire Mediterranean? Secondly, we will discuss the political, social and cultural consequences of this transformation. These questions exercised the Romans themselves, and some of the responses they gave will be considered in light of current scholarship. Within a broad chronological framework, we will also discuss aspects of daily life in ancient Rome: what was life like for normal people, including women and slaves, in the Roman Republic? And how was the majority of the people affected by historical change?

This course examines the history of the Roman Empire, from the establishment of a veiled monarchy under Augustus to the Christianization of the empire following the reign of Constantine (ca. 1st century B.C. to 5th century A.D). Throughout the course, we will analyze and interpret ancient textual and archaeological evidence, from both Italy and the provinces, to assess the multi-faceted institutions and cultures of the Roman people. This body of material includes the writings of emperors (Augustus, Marcus Aurelius) and ancient historians (Tacitus, Suetonius, Ammianus Marcellinus), as well as the personal letters of Pliny to the emperor Trajan. Major themes discussed in the course include the nature of despotism, dynasties and the problem of succession; imperial governance of the Mediterranean (central, provincial, and local); cultural diversity and acculturation (so-called "Romanization"); religions and the imperial cult (worship of the Roman emperor); citizenship; urbanism, politics, and the economy; mortality and ecology; and the discrepant identities of women, children, slaves, freedmen, and freeborn under the imperial system of Rome.

A weekly discussion group required for those registered for CLAS 20104.

An outline introduction to the history of ancient Rome from Romulus to Constantine. The topics covered include the meteoric spread of Roman rule in the ancient Mediterranean, the brilliance of a republican form of government tragically swept away by destructive civil war, the rise of repressive autocracy under the Caesars, and the threats to empire in late antiquity posed inside by the rise of Christianity and outside by hostile invaders. Readings include narrative, documentary, and archaeological sources. The course prepares students for more detailed courses in ancient history. Offered biennially.

This course introduces students to the study of ancient Roman coins, focusing on their use as historical sources and the insights they provide into Roman society, economy, and politics. By examining the production, iconography, and use of Roman coinage, students learn how coins served as tools for propaganda, economic stability, and cultural expression. The course also includes practical sessions where students will work with a collection of Roman coins in the Hesburgh Library to develop skills in numismatic analysis and to closely examine some specimens for the first time. For the final project, students will research a specific coin from our collection and present their findings.

In this course, the development of Greek and Roman monumental architecture and the major problems that define them will be traced from the Mycenaean Period, through the formation and development of the classical Greek orders and building types (including the role of Egypt in their origins), through the various intersections of Greek and Roman culture and the role of both traditions in the architecture of Italy from the Etruscan occupation of Rome through the reign of the emperor Hadrian. Among themes to be treated are the relationship between landscape and religious architecture, between religious ritual and monumentality; the conception of divinity as expressed in the character of temple architecture; the architectural expression of religious tradition and even specific history; architectural procession and hieratic direction; the role of emblem and narrative in architectural sculpture; symbolism and allusion through architectural order, religious revival and archaism, and the breaking of architectural and religious canon.

The course explores the history, culture, religion and society of Pre-Roman and Roman North Africa from the beginnings of the Phoenician rule and the foundation of the city of Carthage (9 th century BCE) to the Muslim conquest (7 th century CE), with a focus on the Roman occupation. This period, spanning about a millennium and a half (or 850 years of Roman rule), is best known for famous wars, generals and military conquests (the Punic Wars under the Phoenician general Hannibal, the destruction of Carthage), but its cultural, economic and religious history is equally interesting. Western North Africa was characterized by a complicated ethnic and linguistic makeup, by its relative independence from the center of the empire and by its economically strong position within the Empire, yet at its margins. It also became one of the centers of early Latin Christianity. Important authors such as Cyprian, Tertullian, Lactantius, Perpetua and above all Augustine of Hippo lived and wrote in the region dominated city of Carthage, and this is where some of the best-known writings of ancient Christianity were produced. In this course, we will situate the culturally and economically fertile environment of Western North Africa in its context in terms of geography (surrounded by the Mediterranean, the Sahara desert, the African provinces to the East, first and foremost Egypt, and lastly the Iberian Peninsula, from where the Vandal invaders would arrive), politics and history, economics, multiethnicity and religious diversity. We will discuss literary works, works of art, archaeological relics and historical sources to gain a multifaceted understanding of a complex and fascinating era whose legacy would contribute so much to shaping the Christian Middle Ages. Knowledge of Greek or Latin is not required. No prerequisites.

Ancient Christianity developed and spread in the confines of the Roman World, both directly, under Roman rule, and in constant interchange with classical culture, Roman political and cultural institutions. As a result of its emergence, everything in the Roman world changed: thoughts, beliefs, norms, aesthetic preferences and social norms. But how exactly did that shift happen? What did it mean to become a Christian in the Roman world, and how was Christianity itself shaped by that interaction? In this course, we will explore the social, cultural and political preconditions and consequences of Christianization in late antiquity. We will begin with a look at the ancient Roman world at its height - the age of the Emperor Augustus, which also saw the emergence of the Christian faith - and will go on to consider important steps in the interaction between these two forces: from conflict and persecution to a redefinition of the ancient heritage and a new understanding of Roman-ness in the Western World. Along the way, we will encounter many of the focal issues that shape the interactions between the church and the secular world to this day, as well as challenge every Christian's views and ethical duties, such as: how did the early Christians/how do we react to phenomena of otherness (migration, minorities, heterodoxy)? How does/did Christianity shape our understanding of the social order, and of gender roles? To which degree should Church and State interact, collaborate, or keep apart (e.g. in the military, the Christian basis of secular power, Christian imperialism)? We will base our discussion on the extant primary sources: Objects of art and architecture, archaeological remains, inscriptions and literary texts. Thus, we will also discuss the theoretical approaches these various documents require, and the methods we employ to understand what they tell us about the past.

This course aims at establishing a conversation between past and present and between the conceptions, justifications, laws, practices, and experiences of slavery in different cultures. To this goal, we will start from the Greeks and the Romans and then explore forms of contemporary slavery in Europe and beyond including a social ethics lens. An initial comparison between Greek and Roman conceptions of slavery will introduce the students to the variety of the phenomenon: for the Greeks, slavery depended on the superiority of some races over others, and this superiority was so self-evident that it needed no demonstration. It logically follows that they saw slavery as natural, racial, and permanent. Romans practiced slavery on a larger scale, but saw it as a necessary evil, which depended on the bad luck of single individuals and therefore was not necessarily permanent nor racially based. The contract between these two conceptions will provide a blueprint to look at later conceptions of slavery. It will also introduce an interdisciplinary approach, to explore slavery especially from a philosophical, moral, legal, economical, and human point of view.

Humans have told stories about sprawling battles, voyages across the world, and larger-than-life heroes for thousands of years. Why are tales of such gigantic proportion so impactful for the individual? What about the human experience is captured so thrillingly by myths spanning years and miles? In this introductory-level class, we will read excerpts from the epic literature of ancient Greece and Rome in order to explore these questions and many more. We will encounter cosmic creation and political foundation through Hesiod's Theogony and Virgil's Aeneid, the enormity of war and its aftermath in Homer's Iliad and Odyssey, and stories of quests, magic, and transformation in the Argonautica by Apollonius of Rhodes and Ovid's Metamorphoses. We will also take a look outside Greece and Rome to compare large-scale storytelling in different cultures, and outside the conventional examples of epic to compare the traditions of the genre to authors who play with those traditions. In all of our readings, we will collaboratively confront what the genre of ‘epic' means, the cultural contexts of its production, and the profound impact it still has on audiences today.

Do you feel restless? Are you searching for an answer to the meaning of your life? The ancient Greeks and Romans asked themselves questions like these all the time. Their desire for happiness led to the creation of many heroes and heroines, from the warlike Achilles to the cunning Odysseus, and from the witch Medea to the pious Aeneas who rejects the love of the beautiful Dido. All of them had a relatively quiet life until the point that they chose to give up their comforts and reject their complacency: from that moment they became heroines and heroes, since, as Joseph Campbell argued, "a hero or a heroine is someone who has given his or her life to something bigger than oneself." Most of these characters are still famous today. For instance, when George Lucas started the Star Wars Trilogies, he decided to model Luke Skywalker on the life of the ancient heroes Odysseus and Aeneas. In this class, ancient texts and recent movies will introduce us to the lives of these ancient heroes and heroines, from Achilles to Captain America and Wonder Woman. By studying these special characters we will come to understand their ideals and ambitions, and compare them to our own ideals and ambitions. Are you more fascinated by Achilles' desire for immortal glory on the battlefield, or by Aeneas' decision to obey to the will of the gods, regardless of the sacrifice that this implies? This class will raise this and similar questions. Moreover, in their struggle for fulfillment, some of these heroes, like Jason, did not reach the glory they wanted: by reading about their spectacular defeats, we will also reflect on the challenge of suffering our failures and learning from them. Finally, in the last third of the class, we will compare these heroes and heroines with contemporary heroes, namely Western heroes, Star Wars Heroes and Heroines, and a selection of the Avengers. For example, Iron Man's fight against Obadiah Stane will be taken as a contemporary re-enactment of the competition between Odysseus' cunning and Achilles' physical violence. As the Austrian psychoanalyst Otto Rank once said, "everyone is a hero or heroine in birth." If you desire to discover this vocation of yours, and reflect on different paradigms of success and fulfillment, I warmly invite you to join this class.

This course will examine the origins of Western art and architecture, beginning with a brief look at the Bronze Age cultures of the Near East and Egypt, then focusing in detail on Greece and Rome, from the Minoan and Mycenaean world of the second millennium B.C.E to the rule of the Roman emperor Constantine in the fourth century C.E. Among the monuments to be considered are ziggurats, palaces, and the luxuriously furnished royal graves of Mesopotamia; the pyramids at Giza in Egypt and their funerary sculpture; the immense processional temple of Amon at Luxor; the Bronze Age palaces of Minos on Crete-the home of the monstrous Minotaur and Agamemnon at Mycenae, with their colorful frescoes and processional approaches; the great funerary pots of early Athens and the subsequent traditions of Red and Black Figure vase painting; architectural and freestanding sculpture of the Archaic and Classical periods; the Periclean Acropolis in Athens, with its monumental gateway and shining centerpiece, the Parthenon; and finally, among the cultural riches of Rome, the painted houses and villas of Pompeii; the tradition of republican and Imperial portraiture; the Imperial fora; the exquisitely carved Altar of Peace of Augustus; the Colosseum; and the Pantheon of the philhellene emperor Hadrian.

In this course the development of Greek and Roman monumental architecture and the major problems that define them will be traced from the Mycenaean Period, through the formation and development of the classical Greek orders and building types (including the role of Egypt in their origins), through the various intersections of Greek and Roman culture and the role of both traditions in the architecture of Italy from the Etruscan occupation of Rome through the reign of the emperor Hadrian. Among themes to be treated are the relationship between landscape and religious architecture, between religious ritual and monumentality; the conception of divinity as expressed in the character of temple architecture; the architectural expression of religious tradition and even specific history; architectural procession and hieratic direction; the role of emblem and narrative in architectural sculpture; symbolism and allusion through architectural order, religious revival and archaism, and the breaking of architectural and religious canon.

A weekly discussion group required for those registered for CLAS 20105, The History of Ancient Greece, or its crosslists.

A weekly discussion group required for those registered for CLAS 20125: Greek Theater. Led by graduate student TAs

A weekly discussion group required for those registered for CLAS 20202, History of Rome I: the Republic.

A weekly discussion group required for those registered for CLAS 20203, History of Rome II: The Empire

A weekly discussion group required for those registered for CLAS 20325, Ancient and Modern Slavery, or its cross-lists.

A weekly discussion group required for those registered for CLAS 20350, Ancient Heroes.

This multi-disciplinary (philosophy, literature, history, law, art and archeaology) course will examine sexuality and eroticism in antiquity, looking in particular at their role as an initiation to higher levels of thought and cognition; their impetus in defining gender roles; their existence as physiological/psychological needs versus social constructions; how they have invested modern though, research, and become enduring models interpreting human behavior. Students will carry out a close study of selections from Greek and Roman lyric poetry, Greek drama, philosophy and essays, Roman satire and Ovid's epics on love and extensive writing to analyze the context and content of the readings and lectures.

Archaeology and heritage are fascinating disciplines that allow us to time travel into the past, and to look forward to the future while offering us an insight into our attitudes toward culture and heritage in the present. In this course, we address key ethical questions currently being asked of the past as we navigate our way through the present. These include: Who owns the past? Why is archaeology and heritage a primary target and focus in contemporary conflict? Do ancient human remains have human rights? What is ‘dark tourism’? What is the role of replicas in the construction and reconstruction of histories? Is there an authentic experience of an archaeological site? Should museums own their collections? Our coverage will be through the practical dimensions of modern archaeology and heritage studies, drawing upon a range of international case studies and problems. We will consider the relationship between archaeology and the public, archaeology and the media, international and national approaches to archaeological heritage management, local and global perspectives, contested sites and artifacts, the antiquities market, archaeology and the museum, archaeology as a profession and archaeological education. This includes the current call for the repatriation of the Benin Bronzes back to Nigeria, the removal of statues in public spaces, the display and repatriation of human remains and the relationships between heritage, archaeology and contemporary art in the construction of identities (past and present). You have the opportunity to work on your own research project for your final paper (guidance on research topics, research methods and academic literacies will be given throughout the course), as well as writing critical real world analyses of big issues based upon your field visits which focus on the management of UNESCO World Heritage Sites and the ethics of modern museum practice.

This three-week intensive seminar is based in the village of Ancient Corinth, 50 miles southwest of Athens, and is designed as a fully immersive cultural, international, and intellectual experience for students. Immersion in contemporary Greek village culture, and in the heart of active archaeological digs, will provide students an opportunity both for deep engagement with ancient art and architecture and for reflection on their own adventures in another culture and setting. They will have experience with the Greek villagers and the village, as well as archaeological sites and museums, in ways denied to tourists. Led by a Notre Dame faculty member who has spent much of his professional and personal life in Greece— specifically in Ancient Corinth—this program will include trips to major sites and museums in southern and central Greece.

This module offers an introductory survey of the development and major artistic and artistic achievements of Roman architecture, sculpture and painting untill the reign of the Roman emperor Hadrian in the early 2nd century AD. The module places art and architecture in its social, political and cultural context. It explores themes such as the representation of the human form, the use of narrative and mythology in art, urbanisation, and the development of architectural forms such as temples, theatres and Roman baths.

In the modern world, sports and sport-like spectacles are a source of livelihood, entertainment, and social interaction for huge swathes of the global population. Fans and practitioners of physical feats of strength were likewise a major component of ancient Greco-Roman society, from the earliest Olympic Games at the dawn of Greek history to the gladiatorial contests and chariot races that characterized the most decadent phases of the Roman Empire. The purpose of this course is to provide an interdisciplinary examination of the origin and nature of sport and spectacle in the Classical world and to compare the role that athletics played in ancient society to the position it occupies in our own lives - from the point of view of athletes, spectators, and patrons alike. Topics covered will include: Near Eastern precursors to Greco-Roman sport; the development of Greek and Roman sport and spectacle through time, the Olympic Games; the role of religious thought in ancient sport; the position of the athlete within society; ancient and modern rewards for athletic valor; athletes in architecture, literature, and art; and the political appropriation of athletes and athletics. The course will focus mostly on formal athletic contests in ancient Greece and on athletic spectacles in ancient Rome, but general recreation and physical education will be considered as well.

Over the course of ten years in the fourth century BCE, King Alexander III of Macedon conquered more territory than any empire had ever previously controlled. His battlefield brilliance and unparalleled success, the vast scale on which he operated, his rapid rise to unimaginable power, and his early death (age 33), all combined to leave an indelible impression on his contemporaries. While Alexander barely lived long enough to rule over the empire he had gained, his military conquests engendered far-reaching political, social, cultural, and religious consequences. Historians use his death to mark the beginning of a new era, referred to today as the Hellenistic Age (323-31 BCE). This course examines the achievements of Alexander and the impact they had on the ancient world. After placing Alexander in the Greek, Macedonian, and Persian cultural contexts in which he lived, we will trace his army's journey into Asia and back. Next, we will turn to a close study of the Hellenistic world: topics include city foundations, political and social institutions, economic developments, cultural interactions, and new directions in literature and science. Finally, we will address Alexander's legacy for Greco-Roman antiquity and beyond. Ancient authors and documents will be read in translation.

This course examines the theory, practice, and development of ancient Greco-Roman democracy. Particular attention is devoted to comparing ancient with modern forms of self-rule. Among the special topics studied are the origins of Greek democracy, its advantages and disadvantages as a form of government, alternatives to democracy, and democracy as an abiding legacy of classical civilization for the modern world. Familiarity with ancient Greco-Roman history is recommended, but not required.

With Constantine the Great’s embrace of Christianity in 312 CE, the Mediterranean region underwent profound transformations. Yet the period of Late Antiquity (ca. 235–700 CE) entailed more than the rise of new world religions: it also saw mass movements of people, goods, and ideas and witnessed the collapse and creation of powerful political empires. This course investigates the equally dramatic changes in the visual and material cultures of the late antique Mediterranean as forms of monotheism, with urgent theological concerns to communicate and varying prohibitions on image-making in place, spread. It explores a wide range of creative expressions, from sacred manuscripts, mosaics, and architectural monuments to household textiles, dining silver, and glassware. We will also consider how confessional and ethnic identities, as well as political allegiances, shaped art and urbanism in the Mediterranean at this dynamic and at times volatile historical moment. No prerequisites or prior knowledge of art history are required for this course.

An introduction to the nature and influence of Roman law, one of the most celebrated and distinctive elements of ancient Roman culture. The course surveys the development of Roman civil and criminal law from the very early and enigmatic <i>Twelve Tables</i> to the very late and amazingly great <i>Digest of Justinian</i>. Topics covered include legal procedures, the creation of law, and Roman jurisprudence, all of which are studied in the broad context of Roman government and administration. The lasting effects of Roman law on modern legal systems are also considered.

Perhaps our greatest inheritance from the ancient Romans is their law code and legal procedures. Students will study the development of Roman criminal law from the 12 Tables to the late antique period, including the emergence of jury courts and the persecution of Christians and heretics. By studying primary sources like Cicero's speeches and laws etched in bronze tablets, students will explore the seedy side of Roman life. Topics for discussion include murder, sorcery, bribery, forgery, treason, extortion and adultery. This course will not duplicate, but complement, Roman Law and Governance (CLAS 30210).

This course considers the turbulent last decades of the Roman Republic and its fitful conversion into an autocracy. The focus of the course is on the leading figures of these decades—Julius Caesar, Cicero, Pompey, and Marc Antony—and the social and political background of their achievements and their struggles. Elements of that background to be considered include: problems of the economy and of land reform; the struggles between aristocrats and populists; constitutional crises; provincial conquest and exploitation; the role of philosophy; and the use of the lawcourts as a weapon of political competition. The course will close by considering how nascent autocracy addressed the sources of conflict that beset the Republic. Attention will be devoted throughout to the literary and artistic forms of this highly creative period, including invective, judicial, and deliberative oratory, lyric poetry, satire, and didactic poetry. Authors to be considered include Cicero, Caesar, Lucretius, Catullus, Horace, Vergil, Plutarch, and Suetonius.

This course examines the differing roles and stereotypes, forms of behavior, and values associated with women and men in Greco-Roman antiquity. Special attention is given to the preoccupations of the Greeks and Romans with the categories of "female" and "male" and to the dynamics of relations and relationships between women and men. The course both deepens knowledge of Greco-Roman society and provides an informed background for contemporary gender debates.

Rhetoric occupied a prominent place in the democracy of the Athenians and in the republican era of Roman history. This course examines the theory, practice and context of ancient rhetoric, and pays special attention to developments caused by radical changes in the political character of the Athenian and Roman civic communities. Representative readings from Greek and Roman orators and writers on rhetorical theory.

This course examines the archaeology and history of the ancient city of Butrint (Buthrotum), on the basis of current archaeological research directed by Professor Hernandez at the site of the Roman forum. Situated at the crossroads of the Mediterranean, between Italy and Greece, the city has been occupied by Greeks, Romans, Byzantines, Angevines, Venetians, Ottomans, and Albanians. Covering a period of more than 3,000 years, the course introduces students to the study of material culture in the context of Mediterranean history, including the methods, results, and theory of archaeological surveys and excavations. The material examined ranges from buildings, inscriptions, coins, and statues to pottery, glass, bones, and seeds. Topics include the origins of the city as a Greek colonial outpost, the establishment of the Hellenistic sanctuaries of Asclepius and Zeus Soter, the foundation of the Roman colony under Augustus, its transformations into a Byzantine castrum, Venetian enclave, and later an Ottoman stronghold, as well as its current status as the first UNESCO World Heritage Site in the country of Albania. Major themes include society, slavery, religion, architecture, urbanism, colonization, imperialism, laws, acculturation, ethnic identity, and the natural environment. No background in archaeology or history is required.

Julius Caesar, general and poet, dictator and grammarian, historian and savior (or destroyer?) of the Roman Republic, has been a fascinating figure since his own day. This course considers his life and times: his rise to supreme power; his military campaigns at home and abroad; the vibrant artistic and cultural productions of Caesar's generation; the other impressive figures, like Pompey and Marc Antony, with whom he shared the world stage; the pressing public issues of the late Roman Republic with which Caesar grappled; and the relationship of Caesar's achievements to the birth of the Roman Empire. The course will also briefly consider the place of Caesar in later thought. Primary readings will be taken from the histories of Plutarch, Suetonius, and Caesar himself; the oratory, philosophy, and letters of Cicero; the poetry of Lucretius, Catullus, and Shakespeare; and others.

By ruthlessness in war and sagacity in peace, Julius Caesar’s adopted son, Octavian, rose to the summit of power in the Roman world, receiving the name Augustus, creating an empire where there had been a republic, and inaugurating a form of government that would last, in many essentials, almost half a millennium. His rise to and consolidation of power, at every step, was the object of reflection and response by Roman poets, whose art, fusing native traditions with many Greek models, was reaching a high peak in the very same period. The purpose of this course is to reflect on the relationship between the poetry and the politics of that crucial time in Roman history. The course will examine the poetry of the period of the Civil War (Vergil’s Eclogues, Horace’s Epodes and Satires), Octavian’s increasingly singular stature (Vergil’s Georgics), Octavian/Augustus’ imperial vision (Horace’s Odes), the glories and the costs of establishing empire (Vergil’s Aeneid), reflections on the fate of empires (Ovid’s Metamorphoses), and the nature of personal identity and ethics in a time of autocracy (Ovid’s Ars Amatoria, Tibullus’ Elegies, Phaedrus’ Fables), among other authors and works. Broad questions will include: How do Roman poets reflect the political and ideological concerns of their times? What is the nature of artistic speech in an autocracy? How are the voices and techniques of earlier Greek poetry adapted for Roman purposes? By way of creating context, readings from the orator Cicero and the historians Livy and Suetonius will be included.

A weekly discussion group for those registered for CLAS 30027, Sport and Society in the Ancient World.

In ancient and medieval texts the soul is the principle of life, of sense-perception, emotions, passions, rational thought and ethical behavior. Throughout history, the investigation of the soul has been special in two ways. First of all, we are not addressing an external topic; we are treating ourselves. Secondly, this study of ourselves is not merely meant to describe and analyze, but to change and to form. Ancient philosophers thought of their work as "care of the soul". The soul is not a mechanism or machine, but something living which can err and go wrong. Pre-modern authorities often described this in the terms of sickness: The body may be sick and need the help of the doctor, and the soul may need therapy if it is sick.In the course, we will address a selection of texts and topics from ancient and medieval sources (Plato, Aristotle, Galen, the Stoics, Neoplatonic authors and Christian authors from late Antiquity and the Middle Ages), and compare them with select contemporary texts. What constitutes a healthy soul? What are the sicknesses of the soul? What therapies are recommended? How can one build resilience and how much resilience is right? What role does gender play? The course will also integrate lectures/discussions with practicing therapists and a field trip to "mindworks" (Chicago Museum of cognitive psychology).

The course will study a selection of important Greek mythological stories and figures as represented in Greek literature and art, beginning with selections from the earliest extant Greek literature and moving on to reading selections of Greek drama. From these readings we shall attempt to understand the Greek cosmogony and the place of gods and humans within it. While studying myth, we will address Greek religion as an integral part of the ancient Greek polis.

Taught as CL 1002 Mythology and Religion at TCD; What is myth? How do myths deal with fundamental human concerns about who we are and the world we live in? What is the relationship between myth and religion? Why did the Greeks and Romans worship many gods, believe in oracles, or perform animal sacrifice? This module is an introduction to the major myths and religions of the classical world using the full range of primary source material: literary, artistic and archaeological. It explores the functions of myth within society and the various theories of myth. The first half of the module focuses on themes such as the creation myths in the wider context of Near Eastern mythology, the character of the Olympian gods, heroes and their monstrous opponents, divine-human relations, and the major mythic cycles of the Trojan War, and the Atreus and Theban sagas. The second half of the module explores the nature of Greek and Roman religion in its social context. It considers key elements of ritual action: sacrifice, rites of passage, festivals, as well as the diverse ancient beliefs on death and the afterlife, and the role of mystery religions. Taught as GRC 10140 at UCD: The basic content of most of the most famous Greek and Roman myths How to use the James Joyce library and various Internet resources to research further information on those myths, and on all topics related to Greek and Roman civilization How to write and edit a Wiki (online collaborative encyclopedia) How to summarise a topic from classical myth, based on ancient evidence Who were the major tellers of myth from antiquity, and what was the purpose of their works Why the ancient Greeks told myths, and what the stories meant to their people and society

What is myth? How do myths deal with fundamental human concerns about who we are and the world we live in? What is the relationship between myth and religion? Why did the Greeks and Romans worship many gods, believe in oracles, or perform animal sacrifice? This module is an introduction to the major myths and religions of the classical world using the full range of primary source material: literary, artistic and archaeological. It explores the functions of myth within society and the various theories of myth. The first half of the module focuses on themes such as the creation myths in the wider context of Near Eastern mythology, the character of the Olympian gods, heroes and their monstrous opponents, divine-human relations, and the major mythic cycles of the Trojan war, and the Atreus and Theban sagas. The second half of the module explores the nature of Greek and Roman religion in its social context. It considers key elements of ritual action: sacrifice, rites of passage, festivals, as well as the diverse ancient beliefs on death and the afterlife, and the role of mystery religions.

The module is a detailed study of selected topics from the Archaic period, c.750-490 BC. It will focus on the origin and development of socio-cultural phenomena in the Greek world, from South Italy to Asia Minor. Topics will include the development of new political systems such as tyranny, the origins of law and literacy, the formation of the polis, warfare and empire, as well as social issues such as the symposium and slavery

Homer's Iliad and Odyssey (c. 700 BC), dealing with the mythical Trojan war, are the foundation of Greek and Western literature. The lectures will discuss the structure, characters, and main themes of the two works, with special reference to the epic heroes Achilles and Odysseus. When Virgil began writing his epic poem the Aeneid in the 20s BC, Augustus was establishing his imperial rule. While Virgil's contemporaries and generations-to-come greeted the Aeneid as a celebration of Augustan Rome, many modern readers view it as a powerful denunciation of war and imperialism. This module explores the ways in which the text engages with both political ideologies and the literary tradition. Tutorial classes will encourage students to develop their skills in analysis and evaluation of the texts. The module requires no previous knowledge of Homer or Virgil, and all three texts are studied in translation.

This course focuses on the literature of Ancient Rome and its role in shaping modern notions about the customs, social practices, and ideas of its citizens. Emphasis will be placed on using Roman literature as a means of studying Roman civilization, while simultaneously examining stylistics and literary techniques particular to the genres of comedy, rhetoric, epic and lyric poetry, satire and history. Texts, which may vary, will be chosen from Terence, Plautus, Cicero, Catullus, Virgil, Horace, Ovid, Tacitus, and Juvenal. All texts are studied in translation.

Course description to be provided by the Office of International Studies. Course taken at John Cabot University in Rome, Italy.

Latin 4 continues reading unadapted works of Latin prose and poetry, combined with an ongoing review of Latin grammar. In this course, we will be reading selections from the authors Virgil, Ovid and Catullus. By the end of the course students will have gained a familiarity with the grammar, vocabulary, and style of the selected authors, and will be able to discuss questions of language, syntax and interpretation.

This unit explores the history and culture of Athens in the fifth century BCE. Students are introduced to the major cultural achievements of this period, ranging across literature (both prose and drama), architecture, scientific enquiry and philosophy, and are encouraged to understand these achievements within the broader political context of Athens?a context forged by the twin imperatives of radical democracy and empire. The unit focuses on the ancient sources, both material (for example, the archaeological remains) and literary (principally Thucydides, but also playwrights such as Aristophanes). Students are able to (1) demonstrate their understanding of the use of historical sources (both literary and material) from fifth-century Athens; (2) formulate arguments about the key cultural and political achievements of fifth-century Athens, and present these arguments in written form and in discussion with their peers; and (3) demonstrate acquaintance with a body of modern scholarship concerning fifth-century Athens.

The aim of this module is to examine how the Greek tragedians turned to the world of mythology to comment on the social and political issues of their own day. The course will begin by examining performance and theatricality, as well as the religious and civic contexts of the original performances of tragedy in 5th-century BCE Athens. This module will also build on your knowledge of many of the myths and characters you are already familiar with from your studies, as we examine the use of mythology by the major Athenian playwrights.

Focus on Greek mythology and the hero; concepts of the early roots in Mesopotamia and Egypt develop Greek texts of Homer, Hesiod. Presentation of ancient artistic evidence and cultural context.

The ancient Greeks have been acknowledged for their important contribution to many aspects of contemporary life. Notably for this course, the theatre of Ancient Athens and the plays that originated there have internationally provided inspiration for numerous playwrights, writers and artists throughout time. This class will hone in on the impact that these plays have had on British culture, particularly in response to the female characters. Following the abolishment of theatre censorship in 1968 and introduction of the 1969 Divorce Act, one can see a significant shift in approach to these figures, for example, the portrayal of Medea moves away from a witch-like figure representation and becomes more vulnerable on stage and screen. This class will discuss, in detail, the leading female figures in five Athenian tragedies, and compare them to their contemporary adaptations in British art, film, literature, television and theatre. Students will delve into how the characters are reshaped for a late 20th and early 21st Century audience, taking into consideration contemporary events; the changing role of women in society; the adapter's own experiences; and the changing opportunities to connect with an audience. A key component of the course will be class visits to engage with materials key to the development of these creative outputs, and talks which will give students an enhanced experience of the subject. This class will involve the discussion of sensitive and potentially triggering themes and situations, such as rape, murder, abuse and incest.

This course offers an overview of the literary and archaeological evidence for ancient history, particularly for the writing of Greece's past, and the methodologies of how to treat and analyze primary and secondary sources. We will focus on the writings and methods of a number of leading Greek historians in order to understand how they crafted their works and dealt with historical enquiry and will also examine the wider field of ancient historiography by investigating the writings of historians preserved only in fragments and looking at historical documents in papyri and inscriptions. We will then investigate how these ancient works have been used by historians from the Renaissance to the present in creating a picture of the ancient world, exploring their own methodologies and ideologies from Marxism to the Neocons.

This three-credit course introduces students to Greek and Roman mythology, and uses the artistic resources available in London to deal with the reception of mythology. Students will study the basics of mythology and discuss in class how to understand mythological texts and how to read mythological images. They will also visit museums, galleries and sites in London that have relevant material. By the end of the class, students will be able to analyse mythological texts and images, recognise common mythological attributes, and understand potential messages that mythological imagery sends out. Students will be able to articulate their conclusions in these matters. This course will appeal to any student with an interest in mythology, whether or not they have studied the subject before. It is also an opportunity to experience the London metropolis in a slightly different fashion.

This course will examine the history of the Greco-Roman world from the Bronze Age to the death of Augustus. It is an introductory survey of key concepts, events, and terms, and presents contemporary ways of thinking about the past. It is a two semester course. Aims: To provide an introductory survey of the political and social history of ancient Greece and Rome. To build a sound chronological, geographical, and conceptual framework for understanding the ancient Greek and Roman worlds. To introduce students to a range of ancient source material and scholarly views on ancient Greek and Roman history. To teach fundamental research skills.

This unit provides an introduction to Roman history from 44 BC to AD 68, a period which began with the assassination of Julius Caesar and finished with the death of the Emperor Nero. This was a period of profound cultural and political change at Rome and in the wider Mediterranean world, which coincided with the drift towards the establishment of a monarchical system of government at Rome, led by a 'princeps', or 'first citizen'. Moreover, with the completion of Rome's conquest of the Mediterranean, the inhabitants of once independent kingdoms and communities had now to adapt to life under Roman hegemony. In addition to charting the major political and administrative developments of the time, the unit also explores the interactions between Romans and the subject peoples of the Empire. The unit aims not only to impart knowledge about this seminal period in world history but also to interpret and explain key features of it. The unit offers a carefully structured program of lectures, identifying and tracing the development of the major political, social and cultural aspects of the ancient Julio-Claudian period, and a complementary series of tutorials and take-home assignments that examine some of these aspects in depth. Tutorial participation is a vital part of the learning process and in the development of reasoning and analytical skills. The unit emphasises the collection, analysis and criticism of the ancient source material and a written in-class assignment and tutorial discussion of this assignment deals specifically with this crucial aspect of ancient historical study. The unit aims to encourage students to develop critical abilities in the process of exploring and evaluating particular events and personalities throughout this period. Another important part of learning is for the student to be able to develop and articulate his or her views on the unit itself.

Taught in Rome, Italy through the Duke University Facilitated Program.

This three credit class has been designed to allow students to investigate the impact of the Roman Empire on Britain from 55BC to 406AD, and how this influence is still prevalent today. Through the discussion of both archaeological and textual sources, an understanding of what life was like in Roman occupied Britannia will be obtained. We will engage with a number of related topics, which include the changes in daily life for Britons under Roman rule, the creation of new towns, the development of technology and the role of religion. A key part of this course will be a number of site visits to put into context what can be gleaned from the textual and visual source material taught in class. These experiences will also showcase how contemporary Britain engages with its past, and the variety of methods that are employed to aid the preservation of this period of history

Roman empire from beginnings to Augustine: focus on Augustus, Roman Britain, Constantine.

This course introduces students to the Roman Province of Britannia from 55 BCE to 455 CE, placing it in its context as part of the wider Roman empire, but also as an island with its own peculiar place in antiquity. It will engage with changes over time, from the initial contact between the Romans and Britons, through conquest, settlement, and the coming of Christianity, to the final severing from direct Roman control. The course will also look at ways in which Britain's Roman heritage is presented, and how the Roman past still shapes the modern United Kingdom. The teaching of this course is accomplished through a mixture of in-class sessions, site visits, and independent research, all of which inter-relate, so that students gain a full understanding of wider contexts. Students will explore Roman Britain from both historical and archaeological perspectives. They will be introduced to primary literary sources and archaeological/visual evidence, the latter through both published reports and visiting of Roman sites and museums in Britain. They are also introduced to secondary discussions of the period, and expected to evaluate the material and understand how the picture of Roman Britain is constantly changed through new evidence and fresh perspectives.

AS - St. Andrews, Scotland This module offers a comprehensive overview of the history of ancient Mediterranean societies between the beginning of the Iron Age and the end of the Roman empire. Through a series of closely linked thematic studies, we will survey the fundamental divisions that gave shape to ancient social life, examining issues like gender, inequality, and ethnic identity. The course will analyse the nature of ancient social structures, how hey were experienced and how they changed over two millennia, exploring societies like classical Athens, Hellenistic Egypt, and imperial Rome. It will introduce you to a broad range of sources and methodologies for the study of marginalized voices in Antiquity, presenting an in-depth understanding of the complexity and diversity of the history of the ancient world.

Through the study of the available primary evidence, literary, epigraphic and archaeological, this course seeks to familiarize students with particular aspects of the history, culture and civilization of Ancient Macedon up to the age of Alexander the Great.

In many ways the conquests of Alexander the Great, which brought under Macedonian rule the regions of Egypt, Mesopotamia, Persia, up to the borders with India, had a determinant and profound impact on the future course of the History of the Near East. Through the study of primary sources, both literary and archaeological, this course seeks to explore the long history of interaction between the Greco-Roman world and that of its Near Eastern counterpart and the significant influence this interaction had on the formation and development of a common cultural, religious and political identity, which modem scholars have labeled as "Hellenistic". Within this perspective, our main focus will be on the investigation of particular aspects of Near Eastern civilization: the emergence of new cultural and social institutions, new forms of economic life, and the creation, fusion, and amalgamation of religious institutions (to which this course will give a special emphasis). The main purpose of the course will be to provide significant insight into an often neglected and yet very important and formative era in world history, the Hellenistic period.

The course explores the origins and functions of competitive athletics in ancient Greece with a major emphasis upon Olympia and the Olympic Games. The traditional events of the ancient Olympic Games are discussed in detail. The later development of pan-Hellenic athletic festivals such as the pan-Athenaic games, are examined.The class visits the major festival sites of Isthmia, Nemea, and Olympia. Also examined are the changes brought about by Alexander the Great's conquests and by the later domination of Greece by Rome. A brief look at the events leading to the institution of modern international Olympic.

Rediscovering Roman Greece: The phrase “Greco-Roman civilization” implies that these two empires make up one whole. Did the Romans indeed just copy the Greeks, giving new names to old gods? Did they conquer and assimilate? Did the emperors convince the Greeks they were gods themselves? Using archaeological sites in Athens (such as the Roman Agora, the Acropolis, Hadrian’s Library, the Temple of Olympian Zeus and the Panathenaic Stadium) as well as ancient sources and other material culture, this course will explore the long history and interaction between these two empires, from their initial contacts to the spread of the Roman territory across the Greek-speaking Eastern Mediterranean. We will take a holistic approach, investigating the primary social, religious, economic and cultural institutions of both worlds. The “Roman era of occupation” is one of the most overlooked periods in Greek history, but as this course seeks to demonstrate, it eventually had a profound impact on the subsequent course of social and political development in the wider Mediterranean region and Europe.

This course deals primarily with the technologies applied to transform different raw materials into finished portable products and permanent installations such as buildings and bridges, covering a large chronological period spanning from the Neolithic up to Roman times in Greece and the Greek world in general. A variety of materials, both organic and inorganic, as well as all aspects of technological processes will be discussed in class.

Offered as A362 (A462) at host institution. A course designed to give the student first-hand knowledge of sculpture of the Archaic, Classical, and Hellenistic periods; instruction in the National Archaeological, Acropolis, Kerameikos, Agora, and Piraeus museums, and on class trips to Delphi, Olympia, and elsewhere.

A survey of the art and archaeology of Greece from prehistoric times to the end of the Classical period: its purpose is to introduce the student, using whenever possible the primary sources (monuments, arts and artifacts), to the ancient civilizations of the Aegean and Greece: Minoan, Mycenaean, and Classical Greek. The schedule of class visits to sites, monuments and museums is coordinated as much as possible with school and class trips. Classroom lectures and the readings provide the historical context into which to set the monuments and artifacts.

Taught in Rome, Italy through the Duke University Faciliated Program.

This module explores basic questions of the relations between humans and animals in the ancient Roman world. Through these questions, the module aims to bring to light key social, poetic, moral, political, historical and philosophical aspects of the human in antiquity. We will study the representation of the human animal relation in Roman authors, literatures and visual cultures, from the Roman Empire and late Antiquity.

This course provides an in-depth introduction to the archaeology of ancient Greece, from the Bronze Age to the Early Classical Period (from the 16th to 5th century B.C.). The survey of material culture spans the ancient Aegean and traces its settlement formation and development, beginning with the Minoan and Mycenean civilizations. It explores Archaic and Classical Greece and introduces students to the analysis and interpretation of archaeological sites, monuments, artifacts and art, including the Panhellenic sanctuaries of Olympia and Delphi, and the Athenian Acropolis in the age of Pericles. Students learn how to evaluate the material culture of ancient Greece on the basis of historical and social context. In addition to exploring architecture, coins, inscriptions, sculpture, paintings, ceramics and other ancient material, students also consider the methods, results, and theory of archaeological research, in the areas of field excavation and intensive surface survey. Through the material record, the course attempts to reconstruct what life might have been like in ancient Greece.

This course provides an in-depth introduction to the archaeology of the ancient Greek world, focusing on the Classical, Hellenistic and Early Roman Imperial periods (ca. 480 BC to AD 138). The survey of material culture traces the development of architecture, painting, sculpture, coinage, and other archaeological material in relation to cultural, political, social and philosophical issues. The course explores the urban, sacred, rural, funerary and provincial landscapes of Greece and introduces students to the analysis and interpretation of archaeological sites, monuments, artifacts, and art. Topics include the Athenian Acropolis in the age of Pericles, the masterpieces of Praxiteles and Lysippos, the creation of the Roman province of Greece under Augustus, and Hadrian's Roman Agora in Athens, as well as the methods, results, and theory of archaeological research in the areas of field excavation and intensive surface survey. Through the material record, the course attempts to reconstruct what life might have been like in ancient Greece.

The island of Sicily lies at the center of the Mediterranean Sea. It holds a similarly central place in the history of numerous eras and human cultures. From the earliest recorded traditions up to the present day, Sicily has been a crossroads of trade and travel routes, a site of contact and conflict, and a highly valued prize for imperial conquerors, even as its inhabitants have developed and attempted to maintain their own independent identities. In this course, we will focus on the ancient and early medieval history of Sicily – roughly 800 BCE to 800 CE. While we will talk plenty about the Greeks and Romans, and we will read much of what they wrote on and about the island, we will also broaden our scope to try to gain a better understanding of the full lived experience of Sicily over a period of more than 1,500 years. The groups of people we will encounter include Phoenicians, Carthaginians, Greeks, Italians, Romans, Vandals, Ostrogoths, Africans, and Arabs. Our approach will entail the study of political, social, cultural, religious, and military history, utilizing whatever evidence is available to us (textual, material, comparative, etc.). This is an upper-level Classics course, in translation – all assigned readings will be in English, though you will be encouraged to make use of other language skills if you have them (ancient or modern).

This course examines the archaeology of early Rome, from the Etruscans to the reign of Augustus. The aim of the course is to introduce students to the analysis and interpretation of Roman archaeological sites, monuments, art, and artifacts, related to prehistoric Italy, the Roman Republic, and the early Roman Empire. On the basis of material evidence, the course will trace the changing culture of the Roman people and attempt to reconstruct what life might have been like in the Roman Regal and Republican periods and during the "Golden Age" of Augustus. In addition to exploring a wide range of material evidence from both Italy and the provinces, including architecture, coins, inscriptions, sculpture, paintings, ceramics, and other artifacts, the course also considers the methods, results, and theory of archaeological research, particularly in the areas of field excavation and intensive surface survey. Major themes to be discussed in the course include Roman imperialism, acculturation (especially so-called "Romanization"), ethnicity, urbanism, engineering, paganism, the imperial cult (emperor worship), death and burial, politics, economics, and the discrepant identities of women, children, slaves, freedmen, and freeborn in early Rome.

This course examines the archaeology of the Rome Empire, from the rise of Julius Caesar to the reign of Constantine. Students analyze and interpret material evidence from the ancient Roman world, from both Italy and the provinces, and assess the multi-faceted histories and cultures of the Roman people. The aim of the course is to introduce students to the analysis and interpretation of Roman material culture, particularly archaeological sites, monuments and art. The course traces the formation and development of the Roman Empire across the Mediterranean, beginning with the "Golden Age" of Augustus, and attempts to reconstruct what life might have been like in ancient Rome, Pompeii and in the Roman provinces, particularly Roman Greece. In addition to exploring architecture, coins, inscriptions, sculpture, paintings, ceramics and other ancient material, students also consider the methods, results, and theory of archaeological research, in the areas of field excavation and intensive surface survey. Major themes to be discussed include Roman imperialism, acculturation (especially so-called "Romanization"), ethnicity, urbanism, government, paganism, the imperial cult (emperor worship), death and burial, Christianity, and the discrepant identities of women, children, slaves, freedmen, and freeborn under imperial Rome.

Herodotus has been called both the "Father of History" and the "Father of Lies." Thucydides is revered by some as the first "scientific" historian; others deny him the title of historian altogether. The most famous tales in Roman history come from the early books of Livy, and yet it is unlikely that he had any way of obtaining reliable information for that period. The historians of the classical Greek and Roman world stand among the greatest writers of the Western tradition. But to what extent were they performing the task that we call "history?" How did the ancient historians envision their project? What claims to knowledge did history make, and how did these differ from other forms of knowledge? In this course we will survey (in English translation) the works of seven of the major historians of ancient Greece and Rome: the Greek authors Herodotus, Thucydides, and Polybius, and the Roman authors Sallust, Livy, Tacitus, and Ammianus Marcellinus. Our survey will take us through a vast expanse of time (the 5th century BC to the 4th century AD) and space (from Iberia to the Russian steppe, from the North Sea to North Africa). We will examine the origins of ancient historiography, the methods espoused and practiced by Greek and Roman historians, the effect of political and social changes on the writing of history, the place and purpose of history in Greek and Roman culture, and the relationship of ancient historical writing to that of modern scholars.

Coco Chanel once claimed that “Luxury is a necessity that begins where necessity ends.” This seminar explores the nature of that necessity through the ancient Roman world’s many material expressions of luxury. Examining works ranging from gem-studded jewelry to ivory furniture adornments, from shimmering silver dining services to pleasure gardens planted with exotic species, we will consider a breadth of visual culture that both expands our understanding of Roman art beyond the canon of architecture, painting, and sculpture and raises important ethical questions. How could material luxuries express imperialist ideologies? Were the Romans concerned by the environmental costs of acquiring the latest status symbol? These questions will be explored alongside themes such as identity construction and spatializing power. Class sessions will be devoted to exploring case studies while developing skills in visual analysis and critical reading and writing.

Rome course # CL260 -The course examines the principal myths of Classical Greece and Rome, with some reference to their evolution from earlier local and Mediterranean legends, deities and religions. The importance of these myths in the literature and art of the Western World will be discussed.

The purpose of the course is to provide a knowledge and a method of "reading" Greek myths of the Archaic and Classical periods in their cultural and historical context. The course among other things, will examine the nature of Greek myth and its representation in Greek art. It will also explore how the artistic representation of myth reflected social and religious institutions and practices; and finally it will investigate how myth is related to religion.

Individual or small group study under the direction of a departmental faculty member.