Undergraduate Course Descriptions

Fall 2017 Courses

Spring 2017 Courses

Fall 2016 Courses

Spring 2016 Courses

Fall 2015 Courses

Spring 2015 Courses

Fall 2014 Courses

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Classics
CL 100:  Archaeology and Rediscovery in the Classical World

This course examines (1) the search for the evidence for ancient Greek and Roman culture that survived antiquity; and (2) what that evidence reveals of those cultures. Notable archaeological finds such as those of the Athenian Acropolis and Agora and the south Italian cities of Pompeii and Herculaneum, among numerous others, will be explored, alongside Renaissance (and later) rediscoveries of what the Greeks and Romans had to say about their times and places. (Dyson)

CL 105:  Greek & Roman Archaeology

Offers a broad overview of the civilizations of ancient Greece and Italy through the perspective of their material culture, primarily architecture, sculpture, and painting, as well as minor arts and crafts (for example, pottery and metalwork).  These five civilizations: Minoan, Mycenaean, Greek, Etruscan, and Roman, comprise the core area for the discipline known as Classical Archaeology.  Emerging as a formal field of study only in the 19th century, but with roots far earlier in antiquarian pursuits by an educated and inquisitive elite, we will also explore the circumstances of discovery, recovery, and interpretation of the pre-historic and historical past of these primary Mediterranean civilizations. (Ault)

CL 110:  The Latest News from the Ancient World

This course will look at several ancient Mediterranean and Near Eastern worlds, examining the many different methods we use to learn about the past and learning how a multitude of modern institutions and ideas are rooted in early antiquity from religious and philosophical ideologies to social institutions to artistic and architectural forms. We will also look at many ways in which we now use the past when we are talking about the present, for example in films and literature, in political and social debates. Our focus will be on the ancient Mediterranean and Near East, and we will examine material from the early Paleolithic era up into the Byzantine and Islamic eras. Throughout the course, you will be encouraged to reflect on connections between the distant past and our contemporary world, using the past to better understand the present, and using the present to make better sense of the past. (McGuire)

CL 112:  Stone Axe to Tank:  Warfare in World History

This is an entry level course for those wishing to study the place of warfare in history, from the Neolithic Era to World War One. The course will consist of weekly lectures, which will include numerous images and film clips on such topics as fortifications, changes in technology, tactics, and strategy, military fashion, and the uses of geography, as well as weekly recitations for discussion. (Boyd)

CL 113 (History 113/RSP 113): Myth and Religion in the Ancient World

Myth and Religion in the Ancient World provides a comparative analysis of the mythic and religious traditions of various early Indo-European peoples, in coverage extending chronologically and geographically from Vedic India to Medieval Ireland and Scandinavia, focusing on ancient Greece and, especially Rome. The analytic model used is that of, chiefly, Emile Benveniste and Georges Dumezil. (Woodard)

CL 151:  Medical Terminology

The goal of this course is to familiarize the student with medical terminology by approaching it from its Greek and Latin roots.

CL 180: Ancient Sport

The aim of this course is to introduce students to ancient Greek and Roman society through the examination of ancient sport and spectacles in the Greco-Roman world. Athletics played a central role in the values, ethics, and beliefs of ancient Greek and Roman society, and became part of the very fabric of their socio-cultural, political, economic, and religious systems. During the course, we will not only examine ancient sport, but also its intersection with modern athletics and athletic values. Examples of topics include: the Olympics then and now; the Roman gladiatorial amphitheatre, violence, cruelty, and Christian martyrs; women, religion, and myth in ancient athletics; and training, ethics, and professionalism. We will use evidence from archaeology, Greek and Latin literature in translation, athletic representations in painting and sculpture, and modern sport readings to reconstruct the historical practices and ideologies of ancient athletics. Through the history and social significance of sport in the ancient world, students will have a better understanding of modern sport, spectacles, and athletic practices and their role in society today.

CL 199:  UB Seminar

Rome:  Food and Culture

We are what we eat.  Every society structures itself around food. Food is integral to health, medicine, religious practice, the environment, the economy.  This course will explore the material aspects of food in the Roman world and in 21st century Buffalo—how is food produced?  How is it transported?  How is it cooked?  Who prepares it?  But we will also explore the social and cultural aspects of food.  What foods are valued?  What foods are shunned?  How did the Romans imagine that food related to health?  How do we?  What part did food and dietary practice play in ancient medicine?  (Malamud)

Violence, Power and Authority in Ancient Greece

In this seminar, we will explore the highly contentious and volatile nature of ancient Greek politics.  Topics discussed include: civil war, foreign war, amnesty, revolutionary ideology, political amorality, imperialism, and the origins of democracy.  Through an analysis of several case studies, students will understand why the ancient Greeks often encountered great difficulties in their attempts to limit conflict and promote large-scale cooperation. (Teegarden)

The Ancient World in the Movies
This course will explore the representation of the ancient Greek and Roman worlds in modern cinema, focusing on films made between 1950 and the present.  We will pay attention not only to what these films show us about modern attitudes toward the ancient world, but also to how modern filmmakers use these films, set in antiquity, to talk about our modern world.   Students will explore works of literature, ancient and modern, that offer our discussions rich context and further insight into how these narratives reflect and shape cultural values. (McGuire)

Happiness:  Ancient Art of Living Well
Among all the questions posed by ancient Greek and Roman thinkers, perhaps the most important was how to live a good life. Living well meant not only treating others properly. It also meant treating oneself properly by cultivating all the parts of a satisfying existence. A key lesson from antiquity is that pleasures alone can leave us feeling hollow and unfulfilled. Hence the principle that moderation was a key to happiness. Modern psychological studies confirm the ancient view that happiness is not a simple state, but rather follows from an art of making choices and forming one’s environment. This course will survey a number of perspectives from ancient Greece and Rome on how to live “a good life,” and compare them with our modern experience. Students will discuss and write about these different perspectives on achieving happiness and compare them with their own views. (Coffee)

Buffalo Rome:  Eat Like a Roman
We are what we eat.  Every society structures itself around food. Food is integral to health, medicine, religious practice, the environment, the economy.  This course will explore the material aspects of food in the Roman world and in 21st century Buffalo.   The class will include occasional preparation and consumption of ancient Roman dishes, and you will have assignments based on trips to Buffalo markets, food vendors, and restaurants. (Malamud)

CL 200: Introduction to Classical Archaeology

Introduces Greek and Roman archaeology through the study of the great archaeological discoveries and famous archaeologists from the Renaissance to the present. Relates the archaeologists and their discoveries to the general development of classical archaeology and the cultural history of the era in which they took place Three credit. No Prerequisites (Dyson)

This course will offer a broad overview of the civilizations of ancient Greece and Italy through the perspective of their material culture, primarily architecture, sculpture, and painting, as well as minor arts and crafts (for example, pottery and metalwork). These five civilizations: Minoan, Mycenaean, Greek, Etruscan, and Roman, comprise the core area for the discipline known as Classical Archaeology.  Emerging as a formal field of study only in the 19th century, but with roots far earlier in antiquarian pursuits by an educated and inquisitive elite, we will also explore the circumstances of discovery, recovery, and interpretation of the pre-historic and historical past of these primary Mediterranean civilizations. (Ault)

CL 202: Archaeology and Rediscovery of the Ancient World

Introduces the material world of Greece and Rome through the study of great archaeological discoveries and archaeologists from the renaissance to the present. Relates the archaeologists and their discoveries to the general development of classical archaeology and the cultural history of the era in which they took place. (Dyson)

CL 205:  Heroes

The archetype of the hero as it occurs in the psychology of the life cycle, in ancient heroic literature and in modern popular culture.  Readings from Gilgamesh, the Odyssey, the Mahabharata, Beowulf, the Arthurian cycle and the Bible.  Examples from cinema, comic books, etc.

CL 210:  Women in the Ancient World

Explores status of women; roles in literature; their social and economic context; and the origins of contemporary stereotypes and prejudices.

CL 212:  Survey of Greek History

This is a course on the history of ancient Greece from the Bronze Age to the end of Peloponnesian War (ie., circa 1400 – 404 BCE). We will study the major political, social, economic and cultural developments that took place in the Greek-speaking world during those several centuries. At the end of the semester, each student will be better able to analyze ancient Greek history and appreciate the contributions made by the ancient Greeks to the Western World. (Teegarden)

CL 222: Greek Civilization

Explore the literature, science, art, and philosophy of ancient Greece.  This course will take you through the early Mycenaean kingdoms, the golden age of Athens, and the hellenistic empire of Alexander the Great.  Readings will include Homer, Hesiod, lyric poetry, tragedy, comedy, and excerpts from historians like Herodotus and Thucydides.  Developments in visual art and architecture will be studied alongside literary texts. (Fields, Kaufman)

CL 223: Roman Civilization

A introductory survey of Roman culture from its mythical beginnings to the time of the emperors. We will study a variety of literary works (comedy, epic, historiography, biographies, novels, satires) as well as material culture (painting, sculpture, and architecture). An overview of Roman social history provides the context for our investigation of Rome’s literature and art. (Dugan)

CL 228: Warfare in the Ancient Mediterranean World

This course is designed to provide a historically anchored survey of warfare in the ancient Mediterranean civilizations, particularly those of Greece and Rome. Not simply a history of strategies and battles, our intent will be to look at the wide range of issues influencing and impacted by armed conflict: for example, religious and political ideologies, family structure, the economy, and technology and the arts. It is hoped that the background acquired by students will help them to better evaluate the overall nature of society, both ancient and modern, especially in light of subsequent instances of conflict, and particularly those in recent history. (Ault)

CL 250:  Roman Religion

Religion played a major role in the daily life of ancient Romans.  This course examines the pervasive role of religion and ritual in all aspects of Roman society from the early Republic to Late Antiquity.  After considering the gods, mythology, origins and nature of Roman religion, the course will turn to the relationship between religion and politics (public and provincial religion, priests, emperor worship, forbidden cults and persecutions), ritual activities (sacrifices, votive offerings, prayers, funerals), religious innovations (the mystery religions, Christianity), and the nature of personal religion and superstition (rites of passage, magic, curses and amulets).  These topics will be illustrated by relevant texts (manuscripts, papyri and inscriptions) archaeological evidence (temples, shrines, grave markers, burials and grave goods) and Roman religious art (religious symbolism, cult images, catacomb paintings).  Students will be confronted by a society in which the boundaries of religious and secular are often blurred or impossible to determine. (Kiernan)

CL 262:  Art & Archaeology of Egypt

This course will explore the development of Egyptian Civilization from the original settlement on the Nile to the Christianization of Egypt. Beginning with the rediscovery of ancient t Egypt from the Renaissance onward, the course will explore the major eras in the development of Egyptian state and society. Emphasis will be on the art and archaeology, but historical texts will also be considered. Special emphasis will be placed on special topics such as mummification and pyramid building. (Dyson)

CL 287:  The Art & Archaeology of Greece (Summer 2016 Program in Greece)

This course will survey the art and archaeology of Greece from the early Bronze Age (3’d millennium BCE} down through the Hellenistic era (3’d-151 centuries BCE}, integrating lectures and textbook assignments with site visits and museum visits around the Greek mainland and islands.  We will examine the ancient technologies that artists drew on to shape the major artistic media of the Greek world (architecture, sculpture, ceramics, painting, and metalwork}, and we will also identify and evaluate the ever-changing aesthetic issues and values that are revealed by all of the material that survives into modern times. Along our journey, we will also have the opportunity to examine many of the different methods we use to understand the past, exploring the impact of new technologies and methodologies on our understanding of the ancient Greek world.

CL 311: Classics in the Americas

This course will explore the uses of Greek and Roman civilization in American political, intellectual and cultural discourse from the period of the American Revolution to the Age of the Neo-Cons. It will begin with a consideration of the role classical models played in the debates leading up to the American Revolution and the Ratification of the Constitution .  The next section will deal with the Early American Republic and the Ways in which the arts were used to create a sense of identity with Greece and Rome. The third section will deal with the role of the Classics in both the Slavery Debate and the rhetoric of the Civil War. That will be followed by a consideration of the Classics in the Gilded Age, when Rome was embraced as an expression of a new American dynamism and Greece was romanticized as a counter to an ‘Age of Vulgarity’. The last two sections will deal with uses of Greece and Rome between the Wars and the renewed use of Greece and Roman analogies from the end of World War II to the Invasion of Iraq. (Dyson)

CL 315:  Classical Epic Traditions: Epics of Troy

This course is designed to introduce students not only to heroic material, but to heroic material from different times and cultures worldwide.  As well, it will provide an introduction to the many kinds of performers of such material, from rhapsodes to griot to dalang to film-makers.   Beyond performance, we will cover aspects of the visual, including everything from pot paintings to sculpture to temple reliefs to comic books and 19th-century academic painting.  Epics will include the Iliad and Odyssey, from the ancient Greek world, songs about the West African culture hero, Sundiata, the Indian Ramayana, the Irish Iron Age prose epic, the Tain Bo Cualgne, and the work of JRR Tolkien, among others.  We will also view a number of films, including selections from the works of Kurosawa, Peter Jackson, and George Lucas.  (Boyd)

The legendary Trojan War has captivated audiences for thousands of years.  In this class, we will read the three ancient epics that center on the Trojan War and its aftermath:  the Iliad, which recounts the fatal feud between the Greek leader Agamemnon and Achilles, the greatest of the Greek warriors; the Odyssey, which tells of the adventures of the wily hero Odysseus as he makes his way from Troy to his homeland, Ithaca; and the Aeneid, which tells of the fate of the defeated Trojans and their search for a new homeland after the destruction of the city.  In addition to the epics, we will look at the historical reality of the Trojan War and consider cinematic explorations of the Troy theme. (Malamud)

Readings in translation designed to provide an understanding of the forms and particular visions of the epic genre, especially its Greek and Roman exemplars. (Woodard)

CL 316:  Greek Drama in Translation

Studies the major dramatic works of Greece (in English translation), the historical, philosophical, and cultural background of Greek drama, as well as its subsequent influence on Western theatre. (Fields)

CL 327: History of the Roman Republic

A survey of Roman history from the foundation of the city to the death of Julius Caesar. The political and military developments will be related to social, economic, and cultural changes in Roman society. Three credits. No Prerequisites (Dyson)

CL 328: History of the Roman Empire

The development of the Roman Empire from the accession of Augustus to the reign of Justinian. Political and military history will be complemented by considerations of changes in Roman society and the life of ordinary Romans under the Empire. Special attention will be played to the Roman Empire outside of Italy and to the uses of archaeology to understand Roman history. (Dyson)

CL 331: Roman Imperialism

The Roman Empire lasted over 600 years, occupying most of Western Europe, much of the Middle East, Asia Minor and the northern coast of Africa. It must be considered the most successful empire in western history. Its impact can still be found in the geography, language, institutions, customs and culture of modern western society. What made the Roman Empire so great? What challenges did it face, and how did it overcome them? This course will explore how the Roman Empire formed, maintained control, the nature of its seemingly invincible army, the defense of its borders, how it dealt with rebellions and resistance, and what strategies it used to integrate its many and ethnically diverse inhabitants.

CL 332: The Athenian Empire

This semester we will have the opportunity to take an in-depth look at the institution of Athens. Not simply a course on the political and military fortunes of the city during its fifth century apex, we will take into account Athenian social and cultural history both before and after the golden age as well. Time will be spent considering the physical and metaphysical dimensions of the city and its inhabitants (and, by extension, the Greeks in general), their norms and values, forms of government (especially the particularly timely double-edged sword of democracy and imperialism), and intellectual achievements. (Ault)

CL 332:  The Athenian Empire

In this course we will study the history of the Athenian Empire from its foundation (as the Delian League) in 478 BCE to its forced dissolution in 404 BCE. Topics discussed include: the nature of empire in general and the changing nature of Athenian imperialism in particular; the nature of Athens’ “radical” 5th century democracy; the nature of Athens’ 5th century cultural efflorescence (i.e., “the Golden Age”). The last quarter or so of the course will be devoted to a detailed examination of the Peloponnesian War (431-404 BCE) – a war fought between the Spartans and their allies and the Athenians and their allies. In this we will be guided by Thucydides’ magisterial History of the Peloponnesian War, arguably the most influential work of history written in classical antiquity.  (Teegarden)

CL 333:  Ancient World Movies

We are going to watch and think about several modern movies about the ancient Greco-Roman world (TROY; GLADIATOR; 300; many more).  During the semester, we will explore different aspects of classical culture (historical events, religious behavior, social issues, etc) and different modern issues embedded in the films we watch.  Students will not only enjoy the movies, work, and conversations, but also gain an appreciation for cultural and historical issues of Classical antiquity, for the history of modern cinema, and for the many ways in which movies reflect the eras in which they were made. (McGuire)

CL 336: Greek Archaeology, I

This course provides the first of a two-semester overview of Greek civilization though its archaeological remains. Over the semester we will survey settlements, cemeteries, and sanctuaries, as well as pottery, painting, and sculpture, spanning the Stone, Bronze, and early Iron Ages. This evidence will be used to consider theories about broad historical trends and developments in culture and society. In the process we will also take into account archaeological methods as they are used to go about “reading” the past from material culture. (Ault)

CL 337: Greek Archaeology, II

This course provides the second of a two-semester overview of Greek civilization through its archaeological remains. Over the semester we will survey architecture, sculpture, and painting from ca. 700 to 31 B.C., comprising the periods known as the Orientalizing, Archaic, Classical, and Hellenistic. During this time span the development of artistic styles and architectural types will be traced against the stage of social history and political institutions. (Ault)

CL 338: Introduction to Roman Archaeology I

The course aims to introduce the students to the archaeology of the Roman Republic period, through the analysis of a series of topics and related study cases. The course covers from the Etruscan period to the end of the Roman Republic. (Sebastiani)

A survey in lecture format of the archaeology of the Romans and their central Italian neighbors, particularly the Etruscans, from the small-scale societies of the Iron Age to the formal creation of the Roman Empire at the close of the first century BCE. Emphasizes the different kinds of evidence available for archaeological reconstructions and the methods employed by archaeologists for the collection and analysis of these. The course focuses on key issues, including the emergence of complex society and the state form of political organization, the physical and institutional nature of early cities, the adoption of writing systems and the nature of early inscribed texts, the role of religion in the community, the dynamics of the expansion of Roman political, cultural, and economic influence first in Italy and then throughout the Mediterranean basin, and the rise of commercial forms of economic life in the Roman world. (Dyson)

CL 339: Roman Archaeology II

Focuses on the Art and Archaeology of the Roman Empire from Augustus to Justinian. The monuments of Roman and the major centers of the Roman Empire will be studied. Stress will also be placed on the uses of archaeology in reconstructing Roman social and economic history. Three credits. Roman Archaeology I not required. (Dyson)

The Roman Empire dominated Europe, North Africa and the Middle East for a five hundred year period, passing down to modernity countless aspects of its culture. This course looks at the physical remains of the Roman Empire, ranging from works of art and monumental architecture to small artifacts and sewers. It begins with the reign of Augustus (27 B.C. to A.D. 14) and continues to the fifth century A.D. Students will encounter sculptures, paintings, mosaics, temples, baths as well as pottery, bronzes and coins and will learn what they have to tell us about Roman life and ideas.

Chronologically, this course follows material presented in Roman Archaeology I (The Roman Republic), but can be taken by students who are encountering the ancient world for the first time. (Kiernan)

CL 340:  The Classical Origins of Western Literature

The poets and writers of ancient Greece and Rome created countless innovations in their literary works that became the inheritance of Western culture. These range from narrative techniques like flashbacks, found already in Homer, to the creation of meaning through sustained allegory, to the development of genres and tones like the macabre. The goal of this course is to introduce students to the range of classical literature by surveying key innovations that continue to make Greek and Roman literature exciting, and that have influenced the work of centuries of writers in the Western tradition down to the present. (Coffee)

CL 381: Alexander the Great

In the course, we will examine the life and world of Alexander the Great, beginning with his father, Philip, and concluding with the division of his kingdom among is lieutenants. An important topic will be analysis of the sources for Alexander’s life: we will use both literary and archaeological evidence in the process. Students will be expected to read both primary and secondary sources, and to learn to evaluate the evidence. (Higbie)

CL 408:  End of Rome & Birth of Europe

This course will look at the archaeology and history of Italy and Western Europe from the Reign of Constantine through the Reign of Charlemagne.  It will use archaeological and documentary evidence to explore such topics as the Christianity of the Roman Empire, the Barbarian Invasions, changes and continuity of the cities and countryside of Europe and the rise of the new order in Merovingian and Carolingian Europe.  Emphasis will be on the way that new discoveries, especially in archaeology have changed how we look at this period. (Dyson)

CL 410:  Classics Capstone Seminar

This seminar-style course is organized around a theme (varying from year to year) that brings together different disciplines and areas of study connected with the classical world, including literature, history, and archaeology. It is designed to provide a capstone experience for classics majors and minors (though other students can also take the course with the instructor’s permission). Students are expected to contribute actively to class discussions, take turns presenting assigned readings, and complete an independent research paper. The topic for 2014-15 is “Barbarians.” (Fields)

CL 410:  The Ancient World in the Movies

This course will view and examine a semester-long series of movies set in the ancient Greco-Roman world, from the early, silent classic “Cabiria” to more contemporary hits, “300,” “Troy,” and “Gladiator.”   The chief goal of the course is to understand  some of the ways in which movies have used the ancient world to talk about modern cultures.  Course requirements will include a set of writing assignments and readings related to film, to the ancient world, and to modern reaction to the films.  Class attendance at Sunday evening movies (on campus and comfortable!) will be required, as well as two class hours per week. (McGuire)

CL 410:  Ancient Greek Democracy & Macedonian Imperialism

This is a course on the history of Greek democracy during the reigns of Philip II and Alexander the Great.  We begin with a thorough study of the institutions and underlying ideologies of Athens’ democracy.  We then trace in detail the rise of king Philip II and study how and why he eventually defeated democratic Athens and her Greek allies.  We conclude by briefly analyzing Alexander the Great’s democratization policy in western Asia Minor. (Teegarden)

CL 410:  The Classical Spectrum

A capstone experience for senior Classics majors and minors, entailing an advanced, integrated examination of the diverse elements of the discipline of Classics in a seminar setting. (Woodard)

CL 422: The Greek City polis, chora, and oikos

This course will examine the nature of ancient Greek civic and domestic life through the archaeology of urbanism, regional and rural settlement, patterns of land use, and houses and households. For the city and its territory we consider the rise of the polis; the types, design and placement of public spaces and buildings, including sanctuaries; orthogonal planning and Hippodamos of Miletus; and the relationship between the city and its countryside. Turning to the household, we take up issues ranging from the use, functions and decorative elaboration of domestic space; to the domestic economy; to issues of status, ideology, and gender in the ancient house. (Ault)

CL 423: Religion and Society in the Ancient Greek City

Analysis of the role of religion in the ancient Greek polis with attention to the archaeological evidence for cult practice, the representation of ritual acts in Greek art and literature, gender difference and symbolic systems, religious ideology of the community, and the ritual of the life cycle. (Higbie)

CL 430: Ancient Economy

A topical survey of the economy of the Roman empire (offered jointly with a graduate section) that combines lectures, in-class presentations by students, and the discussion of readings. Emphasizes the different forms of textual and material cultural evidence available for the elucidation of the Roman economy and the ways in which historians and archaeologists employ these for economic analysis. The course is organized around weekly topics, including general models of the Roman economy, the free market versus the command economy, rationality, productivity and growth, money, labor and occupations, the economic role of towns, agricultural production, marketing, bankers and traders, consumption, and quantitative approaches to economic analysis. Written assignments are aimed at developing students skills in the critical evaluation of scholarly literature and the analysis of original data sets.

CL 440: Pompeii

A systematic survey in lecture format (offered jointly with a graduate section) of the remains of the buried city of Pompeii. The course aims to familiarize students with the ways in which archaeologists and historians have used the broad array of evidence available from the town (e.g., buildings, frescoes, sculpture, private archives, graffiti, pottery, metalwork and other portable material culture, human remains, environmental data) to illuminate various aspects of its social, political, religious, and economic life. Students complete two take-home laboratory exercises that provide them experience in the collection and analysis of archaeological data. (Dyson)

CL 445: Christians in the Roman Empire

Explores the development of early Christianity in the context of the changing Roman Empire. Begins with the life of Jesus, considering him as a subject of Rome and continues through the development of Christian communities in the first-fourth century AD Roman Empire Three credits. A previous course in Roman history recommended (Dyson)

CL 494:  Classics Capstone Seminar

Re-reading and Re-making Homer’s Odyssey.  We will begin this course with a careful (re)reading of Homer’s Odyssey, exploring many of the literary and conceptual issues involved in revisiting a text.  We will then move on to other re-creations of the Odyssey, ancient and modern, literary and cinematic.  Possible texts include: Vergil, Aeneid; D. Walcott. Omeros; selections from J. Joyce’s Ulysses; C. Frazier, Cold Mountain.  Possible films include O Brother, Where Art Thou?; O Lucky Man!; The Return of Martin Guerre. (McGuire)

Capstone: Ridicule
What did ancient Greek and Roman society have in common with the age of Twitter? The popularity of public shaming, and especially public shaming through ridicule. In this class we will explore the place of ridicule in ancient politics and public life. No celebrity is safe.

Readings include: Archaic Greek insult poetry, Aristophanes’ comedies, the obscene poetry of Catullus, Cicero’s nastiest speeches, Horace’s satires and epodes, Ovid’s revenge poem Ibis, Pompeian graffiti, the reactionary satires of Juvenal, Seneca’s Pumpkinification of the Emperor Claudius, Apuleius’s Apology, and satirical works by Lucian.

Non-majors may take this course with the permission of the instructor. All readings are in English. (Fields)

Greek

GR 101-102: Greek Language and Culture I & II (5-5)

An introduction to ancient Greek with a study of the essential grammar and readings in a variety of simple texts. The course will also deal with the linguistic and historical background of the Greeks, and the cultural milieu in which the great literary and philosophical works were created.

GR 201: Ancient Greek Language and Culture 3

The focus in this course is upon developing the ability to read Greek with accuracy and increasing speed. To do so, we cover a number of texts and selections from oratory and drama with an emphasis upon understanding how the grammar works in context and how to build a working vocabulary. There is a further emphasis upon historical and social contexts, not only what the Greek means linguistically, but also what it means in the world of 5th and 4th century BC Athenian life. (Boyd)

Third semester of basic Greek grammar.  Lessons in the
textbook will be supplemented by short passages from texts written by
ancient Greek authors. (Teegarden)

GR 201-202: Greek Language and Culture III & IV (4-4)

Advanced work in grammar and composition together with readings from prose and poetry. Selections from a wide range of authors will be included in order to demonstrate the diversity and appeal of Greek literature. Emphasis will be placed on developing reading ability. LEC

GR 301: Homer

Basic grammar review followed by a reading of Plato’s Apology. (Teegarden)

Using Odysseus adventures on his way home to Ithaka as a basis, this course seeks to introduce students to the heroic world, Greek oral epic, and the Homeric dialect while helping them increase the accuracy and speed of their reading and translation. (Boyd)

GR 302:  Herodotus

Selections from Herodotus’ Histories, and representative Greek poets, such as Sappho, Alcman, and Pindar. Emphasizes improving reading ability.

GR 401: Thucydides (3)
GR 402: Plato (3)
GR 403: Greek Drama (3)
GR 404: Greek Oratory (3)
GR 426: Lyric Poetry (3)
GR 444: Reading Greek Literature (3)

A close reading of Euripides​’ Helen. (Teegarden)

This course is designed to increase reading fluency in Greek and to introduce students to a variety of Greek authors. (Higbie)

A close reading of Aristotle’s Poetics. (Woodard)

Plutarch is one of the most important Greek writers of the Roman Empire.
Long of interest to historians, his works have only recently gained
attention for their literary qualities.  In this course we will read
Plutarch’s Life of Antony with the aims of improving reading speed and
comprehension as well as gaining familiarity with Plutarch’s Atticizing
style, the Greek culture of the Roman Empire, and the development of the
biographical form. (Fields)

Latin

LAT 101-102: Latin Language and Culture 1 & 2

An introduction to Latin; the reading of simple texts by various Roman authors. The course will also deal with Roman culture and civilization and with the influence of Latin in English vocabulary.

LAT 201-202: Latin Language and Culture 3 & 4

These courses combine an intensive review of basic grammar with extended readings in Caesar and Cicero, supplemented with poetic selections. Students will increase their vocabularies, learn how to construe a Latin sentence, and begin to appreciate Latin prose style. The readings focus on the fall of the Roman Republic, a fundamental turning point in western history. (Coffee)

LAT 201

Students will increase their vocabularies, learn how to construe a Latin sentence, and begin to appreciate Latin prose style. (Dugan)

Intermediate Latin:  Students will increase speed in reading unadulterated Latin texts and developed a sophisticated understanding of Latin syntax.  We will read selections from Cicero.  (Malamud)

LAT 202:  Latin Language & Culture 4

This course combines a review of basic grammar with extended readings in Caesar and Cicero. Students will increase their vocabularies, learn how to construe a Latin sentence, and begin to appreciate Latin prose style. The readings focus on the fall of the Roman Republic, a fundamental turning point in western history. (Coffee)

Advanced work in Latin grammar with readings from Vergil’s Aeneid.  Students will be introduced to Latin poetic meter, and will work on improving grammar, vocabulary, and reading ability. (Fields)

LAT 301: Ovid (3)

Improved reading ability in Latin, mastery of the dactylic hexameter meter, ability to identify Latin grammatical forms and syntactical construction, comprehension of problems in translation.

Intermediate Latin:  Students will increase speed in reading unadulterated Latin texts and developed a sophisticated understanding of Latin syntax.  We will read selections from Cicero. (Malamud)

In this course, students will read and discuss selections from the works of Ovid in Latin, focusing on his most influential poem, the grand mythological epic Metamorphoses. Students who take this course will improve their Latin reading skills, their familiarity with the workings of Roman poetry, and their understanding of Roman culture. (Coffee)

In this course, students will read and discuss selections from the Ars Amatoria and Remedia Amoris of the Latin poet Ovid. These poems are, respectively, a guide for romantic seduction and a guide for getting over a failed relationship. These are timeless problems, to which Ovid brings his deep psychological insight and buoyant humor. He also brings a keen eye for distinctively Roman cultural circumstances—among other things, how to hit on someone successfully at the chariot races. Students who take this course will thus improve their Latin reading skills, discuss eternal questions of love and loss, and immerse themselves in the rich panorama of Roman culture in the imperial age of Augustus. (Fields)

LAT 302: Latin Lyric Poetry (3)

Catullus and Horace wrote the only lyric poetry in classical Latin to survive from antiquity. Playful and serious by turns, these works claim a place for Latin poetry in the tradition of the great Greek lyric poets, drawing influence from the archaic Greek poetry of love, war, and insults as well as the sophistication of Hellenistic Alexandria. (Fields)

LAT 401: Roman Satire (3)
LAT 402: Roman Elegy (3)
LAT 404: Ciceronian Oratory (3)
LAT 407: Lucretius and Epicurus (3)
LAT 408: Roman Historians (3)
LAT 409: Classical Latin: Prose Writers (3)
LAT 410: Roman Comedy (3)
LAT 413: Virgil (3)
LAT 414: Silver Latin (3)
LAT 443: Reading Latin Literature (3)

Roman Satire

The focus will be on Horace’s Satires and Epodes.  We will work on increasing Latin reading speed, becoming familiar with Horace’s biography and the turbulent historical era he lived through, and improving understanding of grammar, syntax, and scansion. (Malamud)

Readings in Later Latin

This will be a reading class directed at advanced undergraduates and graduate students, with readings in Latin. The readings will include a representative sample of Later Latin prose and poetry, both Christian and non-Christian.(Malamud)

The Roman Novel

Students will read substantial portions of the two surviving Roman novels, Petronius’ Satyricon and Apuleius’s Metamorphoses (or Asinus Aureus).  In addition to improving reading speed and ability, the class will introduce the genre of the ancient novel.  Students will be assigned secondary readings relating to the novels and will be expected not only to translate, but also to give oral reports on assigned topics and provide commentary on designated sections of the text. (Malamud)

LAT 445: Latin Syntax & Stylistics (CL 595)

This class is made up of two distinct but complementary activities: the reading and stylistic analysis of selected Latin prose texts from the 2nd cent. BCE to the 5th cent. CE; and a systematic overview of Latin prose syntax through composition exercises. The goals are to provide a survey of Latin prose style and to compose Latin in order to achieve a firm grasp of proper Latin grammar. (Coffee)

This class is made up of two distinct, but ultimately complementary, activities: the reading and stylistic analysis of selected Latin prose texts from the 2nd cent. BCE to the 5th cent. CE; and a systematic overview of Latin prose syntax through composition exercises. The goals are to provide a survey of the range of Latin prose style (including Cato, Cicero, Sallust, Caesar, Livy, Seneca, Tacitus, Apuleius, and Jerome) and to compose Latin in order to achieve a firm grasp of proper Latin grammar and syntax. (Dugan)