Social Justice and Classical Antiquity in the United States Units: 4 Fall 2019—TR—12:30-1:50Pm

GESM 120g/121g: Social Justice and Classical Antiquity in the United States Units: 4 Fall 2019—TR—12:30-1:50pm

Location: LV L 3 V

Instructor: Prof. Brandon Bourgeois (Assistant Professor, Department of Classics) Office: PED 132F Office Hours: TR 2-3pm Contact Info: [email protected] I will typically reply to emails within 24 hours.

Ewol Erizku, Their Eyes Were Watching God, 2017 (Exhibit: “Make America Great Again,” 20 April-2 July 2017, Ben Brown Fine Arts, London) Painted plaster and silkscreen on photographic light reflector

Revised Fri., August 16, 2019 (tentative syllabus) Course Description It is nothing new to say that conceptions of the ‘classical’ have been deeply complicit in the creation and perpetuation of modern structures of violence and oppression (‘-isms’ such as colonialism, nationalism, racism, sexism, etc.). So what does classics (traditionally, the study and promotion of ‘Graeco-Roman’ and—at times—Egyptian antiquity) have to do with intersectionality, the understanding that we simultaneously occupy multiple, overlapping, and complexly-interacting social positions? What relation does Plato, ancient Greek drama, and early-Christian asceticism have with Dr. Martin Luther King Jr., Huey Newton, Womanism, LGBTQ rights, the Chicanx movement, and Black Lives Matter? This course introduces students to a critical social-justice approach to modern classical reception. By using a variety of media and disciplinary approaches, we will study the little-publicized history of how classical antiquity has been received among structurally oppressed and marginalized peoples in the United States, from the country’s founding to the present day. Along this timeline, we will see how the classics has perennially served as a site of political contestation: how normative conceptions of the ‘classical’ have been used to underwrite exclusion and oppression; and how a variety of progressive and radical U.S. leaders, activists, artists, and advocates of social-justice movements have in turn subverted, resisted, rejected, and reimagined the ‘classical’ in the name of political insurgency and social uplift.

Learning Objectives General objective: —To cultivate a critical appreciation for various forms of human expression by teaching students to evaluate works of literature, philosophy, and the arts, to think critically and formulate informed opinions about ideas and values.

Specific objectives: —To develop an understanding of classical reception, specifically of non-normative histories and legacies of the classical tradition in the United States. —To understand key theoretical concepts informing critical social justice approaches to education, particularly as it relates to knowledge production and reception of the classics among structurally dominate and subordinate groups. —To analyze ancient and modern media taking into account the historical, social, and cultural contexts that frame their narratives and presentation. —To improve critical reading and critical thinking skills by honing students’ ability to produce and develop their own ideas. —To strengthen students’ writing skills through written assignments that call for close readings of texts and critical analysis of the ideas in the texts.

Required Readings and Supplementary Materials Required readings (available at the campus bookstore and amazon.com).

1. Plato, Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo, 2nd ed., tr. G.M.A. Grube, rev. John M. Cooper (Hackett: 2002). ISBN-13: 978-0872206335 2. Euripides, Medea, tr. Diane Arnson Svarlien, intro. Robin Mitchell-Boyask (Hackett: 2008). ISBN-13: 978-0872209237 3. Cherríe Moraga, the hungry woman—The Hungry Woman: A Mexican Medea & Heart of the Earth: A Popul Vuh Story (West End Press: 2001). ISBN-13: 978-0970534408 4. Sophocles, Theban Plays, tr. Peter Meineck and Paul Woodruff (Hackett: 2003). ISBN-13: 978-0872205857 5. Aristophanes, Lysistrata, tr. Jeffrey Henderson (Focus Classical Library: 1988). ISBN-13: 978-0941051026 6. Robin Coste Lewis, Voyage of the Sable Venus: and Other Poems (Knopf: 2017). ISBN-13: 978-1101911204

All other readings and additional media will be freely available online or will be distributed as PDFs through Blackboard.

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 2 of 15 Description and Assessment of Assignments

Regular Participation + Co-Lead of 1 session: Regular and engaged participation is expected. Students are expected to arrive to class on-time, having completed all assigned reading and ready to participate in thoughtful and lively discussion. In addition to regular, daily engagement in class, each student must coordinate with the instructor to co-lead the discussion of topics and assignments for ONE session, successful completion of which fulfills 20% of your overall participation grade. Coordination will happen during office hours and count towards the requirements specified in that section (see OFFICE HOURS below). Unexcused absences and any accrued absences beyond four (4) will adversely affect your participation grade and potentialy your final grade. Attendance will be taken daily. After the fourth absence, your participation grade will decline based on the percentage of your absences. Your total attendance grade will be calculated by dividing your attendances/total number of classes. For example, 4 extra absences of 22 (18÷22x 100) classes will result in a regular participation grade of 81%.

Exams: Two exams will be given. The content of each exam will be restricted to the section of the syllabus completed immediately before the exams are released. Exams will be comprised of three components: short answer, passage identification/close readings and synthesis essays analyzing multiple texts thematically/theoretically.

Discussion Posts: A discussion post is required ONCE WEEKLY. Posts should raise at least 1, but no more than 3 interest points of analysis from the reading, and ask 1 question either of your peers or of the instructor. Posts should be at least 1 paragraph in length (5 sentences) and will be graded based on both quality of content, and inclusion of required content. You may choose whether or not you will post for Tuesday’s session or Thursday’s; but in order for your post to be graded, it must be posted to Blackboard at least an hour before the start of class on that day.

Presentations: You will be tasked with giving TWO separate presentations on your in-progress FINAL PAPER. Each presentation will not exceed 8 minutes and will include a question and answer portion. The FIRST PRESENTATION will be geared toward establishing and defending an original thesis on which to build your paper. The SECOND PRESENTATION will be research-based and should display the sources that you have gathered in defense of your thesis, what common themes they share, or what analytical tools they provide. Constructive feedback from the presentations, both from fellow classmates and the instructor should guide you toward creating a well-contructed thesis and a thoroughly researched paper.

Office Hours: TWO visits to my office hours are required and count toward your Discussion Post Grade. One office visit should be scheduled before the first exam, and one after the first exam. I urge you to take advantage of my office hours throughout the course, especially throughout the duration of the writing process.

Further details on all assignments will be posted on Blackboard and discussed during class. If you ever have questions about either the assignments or reading, please do not hesitate to ask in class. Or, if more appropriate, email me or speak to me during office hours or an alternately scheduled time. I want to be sure that you have all the information and support that you need in order to perform at your very best!

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 3 of 15 Grading Breakdown Including the above detailed assignments, how will students be graded overall? Participation should be no more than 15%, unless justified for a higher amount. All must total 100%.

Assignments Points % of Grade Participation + co-Lead (2) 80 + 10 (x 2) = 100 15% Presentations (2) 10 (x 2) = 20 10% Discussion Posts 5 (x 13) = 65 15% Exam 1 100 20% Exam 2 100 20% Final Essay (10-15 pages) 100 20% TOTAL 485 100%

Grading Scale (Example) Course final grades will be determined using the following scale A 95-100 A- 90-94 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D+ 67-69 D 63-66 D- 60-62 F 59 and below

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 4 of 15 Course Schedule: A Weekly Breakdown

Topics/Daily Readings (Before Each Deliverable/ Due Activities Mtg.) Dates [[& Optional Further Reading]] Week 1 1) T 8/27: T 8/27: I. Syllabus Review Seth Schein, “‘Our Debt to Greece and Rome’: Canon, Constructions: Interrogating Class and Ideology,” in edd. Race & the ‘Classics’ and the L. Hardwick and C. Stray, A (neo-)‘Classical’ ‘classical’ Companion to Classical Reception (Oxford, 2008) 75-85.

(in-class Naoise Mac Sweeney, et al., summary) “Claiming the Classical: The The Netflix and Greco-Roman World in BBC ‘Black Contemporary Political Achilles’ Discourse,” Council of Controversy University Classical Departments Bulletin 48 (2019) 1-19.

Andrew Gillett, “The fall of Rome and the retreat of European multiculturalism: A historical trope as a discourse of authority in public debate,” Cogent Arts & Humanities 4 (2017) 1-13.

2) R 8/29: R 8/29: [[Thurs. optional Critical Social Robin DiAngelo, “White further reading: Justice Fragility,” International Kimberle Crenshaw, Journal of Critical “Demarginalizing the Pedagogy, vol.3 (3) (2011) Intersection of Race (in-class videos) 54-70. and Sex: A Black Feminist Critique of Robin DiAngelo, Shelley P. Haley, “Be Not Antidiscrimination “Why ‘I’m not Afraid of the Dark: Critical Doctrine, Feminist racist’ is only half Race Theory and Classical Theory and Antiracist the story”: Studies” Prejudice and Politics,” U. Chicago https:// Christian Beginnings (2011) Legal Forum (1989) www.youtube.com 27-49. 139-167.]] /watch? v=kzLT54QjclA

Kimberlé K. Crenshaw, “The urgency Crenshaw, “What of intersectionality,” is TedTalk: Intersectionality”: https://www.youtube.com/ https:// watch?v=akOe5-UsQ2o www.youtube.com /watch? v=ViDtnfQ9FHc

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 5 of 15 Week 2 3) T 9/3: T 9/3: [[Tues. optional Race and Place: J. Tanner, “Race and further reading: Then and Now Representation in Ancient excerpt, Art: Black Athena and J.A. de Gobineau, (in-class After,” Introduction to The Essay on the summary) Image of the Black in Inequality of the de Gobineau, Andient Art, vol.1 Human Races (1853): Essay on the (Cambridge, MA, 2010) http:// Inequality of the 1-40. www.indiana.edu/ Human Races ~hist104/sources/ (1853) “Ch. 3, Environmental Gobineau.html Theories” and “Ch. 4, (c. 2 pgs) vs. Genetic Theories” from R. F. K e n n e d y, e t a l . , Race and AND Firmin, Of the Ethnicity in the Classical selections, Equality of the World…Primary Sources in Antonin Firmin, Of Races (1885) Translation (Hackett, 2012) the Equality of the 35-64. Races (1885) 225-55]]

4) R 9/5: R 9/5: [[Thurs. optional “The West”: the Ilaria L.E. Ramelli, further reading: Renaissance, “Introduction…” to Social “Ch.2, The Mexican “Discovery,” Justice and the Legitimacy War of Independence Transatlantic of Slavery: The Role of and US History…,” Slave Trade/the Philosophical Ascetiscm An A.A. & Latinx Middle Passage from Ancient Judaism to History of the Late Antiquity (2016) 2-20. United States (Boston, MA, 2018) (in-class art) Kwame Anthony Appiah, 33-53.]] Kara Walker, “A “There is no such thing as Subtlety, aka the Western civilization,” The [[Thurs. optional Marvelous Sugar Guardian (11/09/16): further reading: Baby” (2014) https:// Roberta Smith, www.theguardian.com/ “Sugar? Sure, but world/2016/nov/09/ Salted With western-civilisation-appiah- Meaning,” The New reith-lecture (c.9 pgs) York Times (05/12/2014): Michael Gomez, “Ch. 4, https:// Transatlantic Moment,” www.nytimes.com/ Reversing Sail: A History of 2014/05/12/arts/ the African Diaspora design/a-subtlety-or- (Cambridge, 2005) 59-81. the-marvelous-sugar- baby-at-the-domino- plant.html ]]

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 6 of 15 Week 3 5) T 9/10: T 9/10: [[Tues. optional II. 18TH TO Thomas selected poems, Phillis further reading 1: MID-20TH Jefferson, Phillis Wheatley, Poems on Various Margaret Malamud, Wheatley (‘the Subjects, Religious & Moral “Receptions of Rome CENTURIES: African genius’), (1773) in Debates on Founding, (Anti-)Abolitionist Slavery in the Slavery, Classics “The Historical and U.S.A.,” in ed. B. Classical Defense,” from Dufallo, Roman Emancipation, (in-class listen) Defending Slavery (2003); Error: Classical Civil Rights, P. W h e a t l e y, “ O n Thomas Jefferson, excerpt Reception and the Post-Civil Rights Being Brought from Notes on the State of Problem of Rome’s from Africa to Virginia (1787) 47-54. Flaws (Oxford, 2017) America” w/ 97-126.]] commentary Eric A. Hairston, “Ch. 1, (4:38): The Trojan Horse: Phillis [[Tues. optional https:// Wheatley” from The Ebony further reading 2: www.youtube.com Column (Knoxville, 2013) Cook, W.W. and J. /watch? 25-63. Tatum, “Frederick v=Ex7mY8HMMnw Douglass and The Margaret Malamud, Columbian Orator,” (in-class video) “Classics as a Weapon: in African American Frederick African Americans and the Writers and Classical Douglass, “What to Fight for Inclusion in Tradition (Chicago, the Slave is the American Democracy,” 2010) 49-93.]] Fourth of Classics in the Modern July?” (4:29, read World: A Democratic Turn by Brian Jones, (Oxford, 2013) 89-103. [[Thurs. optional 2017): further reading 1: https:// “Yankee She-Men www.youtube.com R 9/12: and Octoroon /watch? “Ch.3, ‘To Break the Electra: Basil v=cz6Sy6PgLR4 Fetters of Slaves all over Lanneau the World’…,” An A.A. & Gildersleeve on AND Latinx History of the Slavery, Race, and the ending United States (Boston, MA, Abolition” Ancient (animated), read 2018) 54-70. Slavery and by Morgan Abolition: From Freeman (1:52): K. W. Goings and E. M. Hobbes to Hollywood https:// O’Connor, “Lessons (Oxford, 2011) (c. 39 www.youtube.com Learned: The Role of pgs).]] /watch? Classics at Black Colleges v=onXQRDYmPpM and Universities,” The [[Thurs. optional Journal of Negro further reading 2: Education, vol. 79, no. 4 Kenneth W. Goings 6) R 9/12: (Fall 2010) 521-531. and Eugene M. Civil War and O’Connor, “Black Reconstruction; Wikipedia entries: Atalanta Athena before Black WI Classicism and and Hipponmenes Athena: The BCU Resistance Teaching of Greek W.E.B. DuBois, “On the and Latin at Black (in-class art) Wings of Atalanta,” and Colleges and Thomas “The Quest for the Golden Universities during Satterwhite-Noble, Fleece” in The Souls of the Nineteenth “The Modern Black Folk (1903). Century,” in edd. D. Medea” (1867) Orrells, G. K. W.E.B. DuBois, “On the Bhambra, and T. ‘The Veil’ Souls of White Folk,” Roynon, African Darkwater: Voices from Athena: New within the Veil (1920) (c.10 Agendas (Oxford, pgs) 2011) 90-105.]]

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 7 of 15 Week 4 7) T 9/17: T 9/17: [[Tues. optional Socrates’ Trials Plato, Euthyphro and further reading: Apology Christopher Knight, (in-class art) “Something’s missing “Plato in L.A.” from the newly exhibit (2018) reinstalled antiques collection at the Getty Villa,” LA Times (04/19/18): http://latimes.com/ entertainment/arts/ la-et-cm-getty-villa- reinstalled-20180419 -htmlstory.html]]

8) R 9/19: R 9/19: [[Thurs. optional Socratic Civil Plato, Crito further reading: Rights Trudy H. Becker, “A Thomas E. Strunk, “A Source for Ideology: Philology of Liberation: Dr. The Classical MLK, Jr. as a Reader of the Education of Martin Classics,” Faculty Luther King, Jr.,” Scholarship (2010) 124-143. The Classical Bulletin, 76.2 (2000) 181-189.]]

[[Thurs. optional further reading: William C. West, “Socrates as a Model of Civil Disobedience in the Writings of Martin Luther King, Jr.,” The Classical Bulletin, 76.2 (2000) 191-200.]]

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 8 of 15 Week 5 9) T 9/24: T 9/24: Plato, Socrates, Plato, “The Cave,” “Er’s EXAM 1 (Due SAT. and Huey Journey into the Other 9/28 at 11:59pm) Newton, co- World” (Republic, founder of the 514a-517a; 614b-621d); Black Panthers AND Phaedo, death scene (114d-118a)

Brian P. Sowers, “The (in-class video) Socratic Black Panther: Michael Ramsey, et Reading Huey P. Newton al., “The Cave: An Reading Plato,” Journal of adaptation of African American Studies Plato’s allegory in (2017). clay”: http:// platosallegory.com / Wikipedia article: Friedrich Nietzsche

“The Problem of Socrates”; “What I Owe to the Ancients,” and “The Hammer Speaks,” from F. Nietzsche, Twilight of the Idols (1888) 39-44; 116-122.

10) R 9/26: R 9/26: Afrocentrism, & “Ch. 4, Whose History?,” the Black Arts Race: Antiquity & its Movement Legacy (2012) 167-99/

Addison Gayle, Jr., “Cultural Strangulation: Black Literature and the White Aesthetic,” The Black Aesthetic (1970) 39-46.

Audre Lorde, “The Master’s Tools Will Never Dismantle the Master’s House,” Sister (in-class art) Outsider, 110-113. Lorraine O’Grady, Sisters #2: Shelley P. Haley, “Black Nefertiti’s Feminist Thought and Daughter Classics: Re-membering, Merytaten/ Re-claiming, Re- Devonia’s empowering,” Feminist Daughter Candace Theory and the Classics (1988) (1993) 23-43.

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 9 of 15 Week 6 11) T 10/1: T 10/1: Plato - “The III. LATE 20TH The Birth of Androgyne” and “The Birth TO 21ST- Gender of Love,” Symposium (189c-193e; 201d-212c) CENTURY: Gender, Sexuality, Class, and Subalterity 12) R 10/3: R 10/3: Hedwig and the [[Thurs. optional Transgender Angry Inch (2001) further reading: Plato/ Tarynn M. Witten, et Anti-Transgender Will Alexander, al., “Transgender Plato “Transgender ‘Woman’ and Transsexuality” Escapes Plato’s Cave,” https:// Townhall.com (note: link pdfs.semanticscholar below does not count .org/ towards visitation hits): b8f6/9e14c73bfee82 http://web.archive.org/ 5f5a0120f0d9b7062e web/20190323134235/ 1c3d1.pdf ]] https://townhall.com/ columnists/willalexander/ 2019/03/22/transgender- woman-escapes-platos- cave-n2543543 Week 7 13) T 10/8: T 10/8: Euripides’ Medea Athenian Medea (c.431 BC, Athens)

14) R 10/10: R 10/10: Cherríe Moraga, [[Thurs. optional Chicanx Medea The Hungry Woman: A further reading: Mexican Medea (1995) “Ch. 11, Defining (in-class art) Deviancy,” in Latin Manuel Macarrulla, America in Colonial “Goat Song #1: Times (Cambridge, Struggle,” 1986. 2011) 193-207.]]

Week 8 15) T 10/15: No Readings PRESENTATION 1 Presentation 1 *no discussion post this week R 10/17: First Day of Fall Recess - No Class Week 9 16) T 10/22: T 10/22: Aristophanes’ Athenian Lysistrata (411 BC, Athens) Lysistrata

17) R 10/24: R 10/24: Spike Lee, Chi- Lysistrata Chants Raq (2015) Black Lives Matter Dorota Dutsch, “Democratic (in-class art) Appropriations: and Sanford Biggers, Political Activiism,” The Laocoön (2015) Oxford Handbook of Greek Drama in the Americas (2015) 575-594.

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 10 of 15 Week 10 18) T 10/29: T 10/29: IV. 21ST- Theban Cycles I Sophocles’ Oedipus CENTURY: “A Tyrannus (c.429 BC, Athens) Theban Cycle,” 19) R 10/31: R 10/31: potential Q&A with Mass Chicanx Oedipus Luis Alfaro, Oedipus El Rey Luis Alfaro Incarceration, (2010) ‘Black Lives NEED PERMISSION Matter’

Week 11 20) T 11/5: T 11/5: Theban Cycles II Sophocles’ Oedipus at Colonus (c.401 BC, Athens)

21) R 11/7: R 11/7: Lee Breuer, The Watch— https:// Gospel at Colonus www.youtube.com/watch? v=8ZyQP_zrD2U

Week 12 22) T 11/12: T 11/12: Sophocles’ Theban Cycles III Antigone (c.442 BC, Athens) EXAM 2 (Due SAT. 11/16 at 11:59pm) 23) R 11/14: R 11/14: Bryan Doerries, Watch— https:// Antigone in www.pbs.org/video/house- Ferguson (2018) seats-antigone-in-ferguson- vzpdg7/

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 11 of 15 Week 13 24) T 11/19: T 11/19: Potential Q&A with V. Visual Arts Polychromy and Margaret Talbot, “The Myth Robin Coste Lewis and the Post- Ancient Statuary of Whiteness in Classical Sculpture,” The New Yorker Black (in-class video) Magazine (10/29/18) Lucas Bros., https:// “White at the www.newyorker.com/ Museum,” on magazine/2018/10/29/the- Samantha Bee’s myth-of-whiteness-in- Full Frontal classical-sculpture (04/03/19): https:// www.youtube.com /watch? time_continue=3& v=TkwUCUwt3Rs

Classics in Visual Robin Coste Lewis, Voyage Art in Poetry of the Sable Venus, and Other Poems (2015) 33-114.

25) R 11/21: R 11/21: (in-class art) (watch) Gronk’s Tormenta Gronk (Glugio (2009) dir. Roberto S. Gronk Nicandro), Oregel, 12 mins. ‘La Tormenta’

Mel Chin Mel Chin, “The Funk & Wag from A to Z,” (2012), excised printed pages from The Universal Standard Encyclopedia, 1953-56, by Wilfred Funk Inc.

Robert Colescott Robert Colescott, “Knowledge of the Past Is the Key to the Future (Love Makes the World Go Round)” (1985).

Candace Hill Candace Hill, “Meeting of the Minds” (1989).

Catherine Wagner, http:// from “Re- www.catherinewagner.org/ Classifying History” (2005) re-classifying-history Week 14 26) T 11/26: No Readings PRESENTATION 2 Presentation 2 *no discussion post this week R 11/28: Thanksgiving - No Class

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 12 of 15 Week 15 27) T 12/3: T 12/3: (in-class art) Blackboard Document

Awol Erizku, Make AND America Great Antwaun Sargent, “Post- Again exhibit Black Art in the Age of (2017, London) HipHop,” Vice (12/12/14): https://www.vice.com/ en_us/article/4w7zyg/post- Kehinde Wiley, et black-art-in-the-age-of-hip- al. TBA hop-123 (c.8 pgs)

28) R 12/5: Last R 12/5: Final Paper Day of Class Consultations (if needed) FINAL PAPER DUE DATE: Dec. 16th 11:59pm (subject to revision)

Statement on Academic Conduct and Support Systems

Academic Conduct: Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” policy.usc.edu/scampus-part-b. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct.

Support Systems: Student Counseling Services (SCS) – (213) 740-7711 – 24/7 on call Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. engemannshc.usc.edu/ counseling

National Suicide Prevention Lifeline – 1 (800) 273-8255 Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. www.suicidepreventionlifeline.org

Relationship and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on call Free and confidential therapy services, workshops, and training for situations related to gender- based harm. engemannshc.usc.edu/rsvp

Sexual Assault Resource Center For more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website: sarc.usc.edu

Office of Equity and Diversity (OED)/Title IX Compliance – (213) 740-5086 Works with faculty, staff, visitors, applicants, and students around issues of protected class. equity.usc.edu

Bias Assessment Response and Support Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and response. studentaffairs.usc.edu/bias-assessment-response-support

The Office of Disability Services and Programs

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 13 of 15 Provides certification for students with disabilities and helps arrange relevant accommodations. dsp.usc.edu

Student Support and Advocacy – (213) 821-4710 Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic. studentaffairs.usc.edu/ssa

Diversity at USC Information on events, programs and training, the Diversity Task Force (including representatives for each school), chronology, participation, and various resources for students. diversity.usc.edu

USC Emergency Information Provides safety and other updates, including ways in which instruction will be continued if an officially declared emergency makes travel to campus infeasible. emergency.usc.edu

USC Department of Public Safety – UPC: (213) 740-4321 – HSC: (323) 442-1000 – 24-hour emergency or to report a crime. Provides overall safety to USC community. dps.usc.edu

———— Additional Resources (in-progress):

WEBSITES:

Classics and Social Justice Group Does work to bring classics to veterans, the incarcerated, and victims of sexual assault -site: https://classicssocialjustice.wordpress.com/ -facebook: https://www.facebook.com/Classics-and-Social- Justice-368632663501363/

Eidolon Founded by Donna Zuckerberg; “Eidolon is a publication that makes the Classics political and personal, feminist and fun.”-from Eidolon’s Facebook page -site: https://eidolon.pub/

Eos “Eos is a scholarly society that seeks to promote the study of Africana receptions of ancient Greece and Rome. Eos’ two main goals are 1) to create a supportive, dedicated community for this area of scholarship and 2) to foster collaborative research and pedagogy between Classics and other disciplines.”-from Eos’ website -site: https://eosafricana.org/

Neoclassicism and America, 1750-1900 An instructional website and lesson set for students and instructors. “Provides a fresh survey of the trans-Atlantic movement that shaped American design, culture and civic ideals for 150 years.” -site: http://www.neoclassicism.us

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 14 of 15 Pharos: Doing Justice to the Classics Pharos meticulously documents the appropriations of Graeco-Roman antiquity by online hate groups. -site: http://pages.vassar.edu/pharos/ -press: https://eidolon.pub/doing-justice-to-the-classics-24a22893a054

RELATED SCHOLARSHIP/NON-FICTION:

Barnard, John Levi. Empire of Ruin: Black Classicism and American Imperial Culture (Oxford, 2017).

Malamud, Margaret. African Americans and the Classics: Antiquity, Abolition and Activism (London; New York, 2016).

Padilla Peralta, Dan-el. “From Damocles to Socrates: The Classics in/of Hip-Hop,” Eidolon (06/08/15): https://eidolon.pub/from-damocles-to-socrates-fbda6e685c26

Shay, Jonathan. Achilles in Vietnam: Combat Trauma and the Undoing of Character (New York, 1994).

[What the Iliad has to teach us about combat trauma/PTSD of vets of Vietnam in particular and modern warfare more generally. See also, Anna Badkhen. “Psychiatrist treats U.S. veterans using Homer” The New York Times (09/26/07): https://www.nytimes.com/2007/09/26/world/ americas/26iht-26psych-globe.7645361.html].

Zuckerberg, Donna. Not All Dead White Men: Classics and Misogyny in the Digital Age (Cambridge, MA, 2018).

—————. BMCR review of John Bloxham, Ancient Greece and American Conservatism: Classical Influence on the Modern Right (New York, 2018): http://bmcr.brynmawr.edu/2019/2019-05-13.html

LITERATURE:

Ralph Ellison, Invisible Man (Homer’s Odyssey)

PERFORMANCE/READINGS:

The Medea Project: Theater for Incarcerated Women The Medea Project is a production of Cultural Odyssey, a San Francisco performance company that continues to develop original productions that

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 15 of 15 demonstrate their vision of "ARTS AS SOCIAL ACTIVISM". An award-winning performance workshop, the Medea Project has been committed to incarcerated women’s personal and social transformation for over two decades. Directed by RHODESSA JONES, a teacher, performer, and the Co- Artistic Director of Cultural Odyssey. -site: https://themedeaproject.weebly.com/ -site for Cultural Odyssey: http://www.culturalodyssey.org/

The Aquila Theatre’s “Our Trojan War,” “A Female Philoctetes,” and “Sophocles’ Philoctetes” Mission Statement: “Aquila Theatre's mission is to bring the greatest works to the greatest number. We believe passionately that everyone should be given the opportunity to engage with classical drama of the highest quality at an affordable price right in their own community, experience arts from other places and exchange ideas. We re-examine what constitutes a classical work and, in so doing, seek to expand the canon. We endeavor to create bold reinterpretations of classical plays for contemporary audiences that free the spirit of the original work and recreate the excitement of the live performance. Aquila presents its work each year in New York City, tours nationwide, provides extensive educational programming and is well known for its innovative humanities and arts based public programs.” -site, “Our Trojan War”: https://www.aquilatheatre.com/our-trojan-war -site, “A Female Philoctetes”: https://www.aquilatheatre.com/a-female-philoctetes -site, “Sophocles’ Philoctetes”: https://www.aquilatheatre.com/sophocles-philoctetes-1

The Warrior Chorus “A national initiative that trains veterans to present innovative public programs based on ancient literature…Led by veterans and assisted by scholars and artists both inside and outside of the veteran community, these programs will explore significant themes that investigate the connections between classical literature and contemporary America as they relate to the issues affecting the veteran community and the broader American public.” site: http://www.warriorchorus.org

VISUAL ART:

Kara Walker, “A Subtlety, aka The Marvelous Sugar Baby” (2014) Sanford Biggers, “Laocoon” (2015) Ewol Erizku, various, from the exhibit, “Make America Great Again” (2017)

Syllabus for GESM 120g/121g: Social Justice & Classical Antiquity in the US, Page 16 of 15 GRANTS:

Dialogues on the Experience of War: Discussion Groups for veterans and service members Born from the efforts of Roberta Stewart, a Dartmouth College classics professor, who conducted books discussions of Homer’s Iliad with and for veterans for a decade. The Dialogues on the Experience of War program is now part of the National Endowment for the Humanities’ current initiative, Standing Together: The Humanities and the Experience of War. The program currently accepts grant applications (for up to $100K) to support the study and discussion of important humanities sources about war, in the belief that these sources can help U.S. military veterans and others think more deeply about the issues raised by war and military service. Although the program is primarily designed to reach military veterans, men and women in active service, military families, and interested members of the public may also participate. -site, NEH grant application (due 10/15/19): https://www.neh.gov/grants/education/dialogues-the-experience-war? utm_medium=email&utm_source=govdelivery

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