CAS CL 230: THE OF

In Workflow 1. CASCL Chair ([email protected]; [email protected]) 2. CAS Dean ([email protected]; [email protected]; [email protected]; jessmroh; lcherch; [email protected]; [email protected]) 3. GEC SubCommittees ([email protected]) 4. University Gen Ed Committee Chair ([email protected]; [email protected]; [email protected]) 5. Final Approval ([email protected]; [email protected]; [email protected])

Approval Path 1. Mon, 30 Oct 2017 14:00:40 GMT MEGHAN ELIZABETH KELLY (mekel): Approved for CASCL Chair

New Proposal Date Submitted: Mon, 30 Oct 2017 12:21:14 GMT Viewing: The Golden Age of Last edit: Mon, 30 Oct 2017 12:21:14 GMT Changes proposed by: mekel Section One – Provenance of Proposal

Proposer Information

Name Title Email School/College Department Name Leah Kronenberg Assoc. Prof. [email protected] CAS Classical Studies Section Two – Course or Co-Curricular Activity Identifiers

What are you proposing?

Course

College

College of Arts & Sciences

Department

CLASSICAL STUDIES

Subject Code

CAS CL - Classical Studies

Course Number

230

Course/Co-curricular Title

The Golden Age of Latin Literature

Short Title

Gold Latin Lit

This is:

A New Course

Did you participate in a CTL workshop for the development of this activity? No

Bulletin (40-word) Course Description

An in-depth exploration in English of some of the greatest from Ancient , including , , and . Examines the Romans' engagement with and the development of their own "," from personal to profound epic.

Prerequisites, if any:

None

Co-requisites, if any:

None

Courses, if any, for which this course will be a prerequisite:

N/A

Courses, if any, for which this course will be a co-requisite:

N/A

Cross-Listing

Course Type (for Scheduling Purposes):

Lecture/Discussion where course does not require separate discussion registration

Delivery Type

Face-to-Face

Credits

4

Please justify this number of credits, with reference to BU’s Policy on Credit Assignment and to the combination of required contact hours and student effort detailed in your proposed course syllabus.

This course involves three contact hours / week and extensive reading and writing assignments. While at times the actual pages assigned may seem small, the poetry assigned is so dense and complex that it requires reading and re-reading for full comprehension. Frequent writing assignments and presentations will ensure that the readings are being carefully done, and success in the class will demand 9 hours of independent work/ week.

Is this course repeatable for additional credit?

No Section Three – Scheduling and Enrollment Information

Proposed first (or for existing course) next semester to be offered

Fall 2018

Proposed Last semester to be offered:

Offer Indefinitely

Full semester course/activity?

Yes Course/Activity Location

Charles River Campus

Course/Activity offering pattern

Every Fall

What is your projected minimum capacity across all semesters and sections in an academic year?

20

What is your projected maximum capacity across all semesters and sections in an academic year?

50

Please explain the basis for anticipating this enrollment total

While this is a new course, I have studied enrollments in similar courses at the 200 level to form this estimate.

Provide full detail if enrollment is expected to vary, for example, between Fall and Spring semesters

Does this course have capacity for more students to enroll?

Yes

Do you propose to reserve seats for specific student populations?

No Section Four - General Education

Are you proposing (only for freshmen entering BU before September 2018 and transfer students entering before September 2020) that this course/ activity fulfill current general education requirements?

Yes

Which Requirements?

Humanities Divisional Requirement

Are you proposing this course/activity for inclusion in the BU Hub program of general education for all freshman who enter BU in or after September 2018?

Yes

1. Philosophical, Aesthetic, and Historical Interpretation

Aesthetic Exploration Historical Consciousness

Aesthetic Outcome 1

Students will read, analyze and discuss some of the most famous works of literature for the 1st century BC Rome, including the , the , , and Aeneid of Virgil, and selections from the and of Ovid. Lectures and discussions will be interactive and focused on teaching students to become interpreters of literature and to reflect on why these works of literature continue to have meaning for us today. Since these works of literature all come from a period of about 60 years, we will also aim to investigate in some detail the historical context of their production and to think about what conditions led to the great flowering of Latin literature in this period, such that we still refer to it as the "Golden Age of Latin Literature" today. In addition to assessing their knowledge through discussions and short in-class presentations in wihch a student takes the lead in presenting a short passage of poetry for analysis by the class, they will be assessed on a mid-term and final exam, which will require them to identify passages of literature and analyze them, as well as answer questions abotu historial context. They will also be assessed on a more formal written paper, about which I comment more below. Aesthetic Outcome 2

My main goal in the class is precisely this: to teach students to perform themselves the sort of analysis of Latin literature that I model in my lectures and discussion questions posed to the class. We will discuss issues pertaining to authorial intent and the problems of interpretation, and I will introduce them to some of the key vocabulary terms used frequently in analysis of Latin literature, such as the concepts of intertextuality and literary allusion, metaphor, simile, imagery, ekphrasis, genre, and meter.

Aesthetic Outcome 3

The midterm and final exams will require students to analyze passages of literature, and the final exam will also include a creative option (one of my favorites: write the start of the thirteenth of the Aeneid-- a work that finishes with a famously abrupt and bleak ending in Book 12!). The final paper will also require students to master the analytical style of writing about literature.

Historical Outcome 1

One of the reasons that I choose to focus the class on authors such as Catullus, Virgil, and Ovid is not just because they have an interesting literary dialogue with each other, but because they all participate in an interesting political dialogue and are useful for examining the dynamic political events of their time, including the dictatorship and assassination of Julius , and the resulting civil wars and rise of . In particular with Virgil and Ovid, almost all literary interpretations of their poems will be forced to confront the question of their attitude towards Augustus and the events that led to his rise-- so these are truly authors for which historical and literary exploration go hand in hand. I will present historical information in my lectures and evaluate student's understanding of the historical background on mditerm and final exam questions.

Historical Outcome 2

Several of the passages on their midterms and final exams will require the students to comment on the historical context of the passage-- particularly passages from Catullus that reference , or passages from Virgil or Ovid that reference Augustus, whether explicitly or obliquely. Students will be introduced to the "pro-" and "anti-" Augustan schools of thought on interpretting Virgil and Ovid (as well as the possible shortcomings of such a simplistic dichotomy) and urged to take a position in that scholarly debate.

Historical Outcome 3

The first century BC is a tremendously exciting historical time period for students to study and an excellent way to introduce students to the basic principles of Roman government, Roman values, and intellectual traditions---all of which are crucial background to making sense of the literature of this time period. I will in particular focus on the breakdown of the and what it mean to transition to an "empire" (and we'll discuss the different meanings of the word empire, as well as whether it is appropriate to refer to Augustus as the "first ", as he is somestimes labeled by modern historians). We will also learn about Roman religion, how it differs from many modern religions, and how Roman philosophical traditions fit in.

2. Scientific and Social Inquiry

3. Quantitative Reasoning

4. Diversity, Civic Engagement, and Global Citizenship

5. Communication

Intellectual Toolkit

Research and Information Literacy

Research Outcome 1

For a discipline that studies some of the most ancient texts, we have long been at the forefront of digital humanities and BU in particular offers students access to some phenomenal research resources for the Classics. In this course, the final paper will require students to learn to use sources such as the online , the New Pauly (Classics encyclopedia), the Oxford Classical Dictionary, L'Année Philologique (bibliographica database), and journal collections such as JSTOR and Project Muse to find appropriate primary and secondary sources to incorporate into their papers. They will also be encouraged to use a library the "old-fashioned" way and track down at least one print source for their bibliographies that was not available online. We will also discuss the differences between a source like the New Pauly or the Oxford Classical Dictionary and a source like Wikipedia, and particularly what the pros and cons are of freely available information on the internet.

Research Outcome 2

In the second half of the course, we will start figuring out not just how to analyze works of literature ourselves, but how to fit our own analysis of a work of literature into a scholarly dialogue on the topic-- in other words, how to write a research paper and what it means to do literary research-- something which is probably not readily apparent to students in the course who haven't taken a humanities course yet. To this end, I will teach students how to create an annotated bibliography, how to do a literature review, and how to balance the discussion of other scholars' opinions on a work with one's own in a paper. I will ask students to utilize at least 5 secondary sources in their papers and will teach them how to formulate an original argument that builds on, instead of simply replicates, what others have written. Students will go through the draft process and incorporate my feedback and peer feedback in the final version.

How will you evaluate whether learning outcomes for the relevant area(s) have been met?

The learning outcomes of Aesthetic Exploration will be assessed by the midterm, final exam, final paper, and in class presentation and discussions. The learning outcomes of historical consciousness will primarily be tested on the midterm and final exam, but will also be a feature of the in-class discussions and final paper. The learning outcomes of the Research and Information Literacy area will be evaluated by the final paper and the steps leading up to the paper, including the creation of an annotated bibliography. Educational Strategies

What educational strategies do you plan to use to encourage students’ full engagement in the course/activity both inside and outside of class?

discussion-based teaching interactive lecturing student-led teaching Section Five - Relationship of Proposed Course to Existing Courses/Activities in Your Program or Others

Do you have Learning Objectives for this Course in addition to BU Hub Outcomes?

No

For what major(s) and/or minor(s) and/or concentration(s) will this course/activity fulfill program requirements?

School/College Degree Name HEGIS Short Level CAS BA Classical Civilizatn Major CAS BA Classical Civilizatn Minor CAS BA Classics Religion Major CAS BA Classics Philosophy Major

Is this course/activity required for any major or minor program?

No

Majors and minors and general education aside, are there other student populations in relevant departments for whom this course/activity will serve as a valuable related elective?

Yes

Which student populations?

English literature, Romance Studies and other world , medieval studies, european studies, art history (Ovid is particularly influential on European art)

Overlap. Is there any significant overlap with courses/activities currently offered by your program or by others?

No

Sequencing. Aside from having or serving as a pre-requisite, does this course/activity build on and/or lay groundwork for others?

No

Additional comments about the intended value and impact of this course/activity:

Fills a key gap in our departmental offerings for a Latin literature course in translation Section Six – Resource Needs and Sustainability

Facilities and equipment. Are any special facilities, equipment, and other resources needed to teach this course/activity? Yes

Please detail these needs.

power point projector internet (for demonstrating research resources)

Have you ascertained that these needs can be met for the scheduled first offering of the course/activity?

Yes

Staffing. Will the staffing of this course, in terms of faculty and where relevant teaching fellows/assistants, etc., affect staffing support for other courses? For example, will other courses not be taught or be taught less frequently?

No

Budget and Cost. Will start-up and continuation of the course/activity entail costs not already discussed?

No

Sustainability. Which members of your faculty are prepared to teach this course/activity regularly or on a rotational basis? Please explain.

Associate Professor Patricia Johnson Associate Professor James Uden Assistant Professor Hannah Culik-Baird Additional Notes on any Aspect of Course/Activity

Submit this form and course/activity syllabus.

Upload Syllabus

Golden Age of Latin Literature .docx

Reviewer Comments

Key: 528

CAS CL 230 The Golden Age of Latin Literature Associate Professor Leah Kronenberg STH (School of Theology) 413 Phone: 617-353-2427 Email: [email protected] Office Hours: TBA Course Time & Location: TR, TBA Course Credits: 4

Course Description.

In this course we will read selections from three of the most famous Latin poets of the “Golden Age” of Latin literature, namely Catullus, Virgil, and Ovid. While each has a distinct style and subject matter, ranging from the shockingly obscene to the impossibly learned and refined, it is possible to trace a continuous line of influence from Catullus to Virgil to Ovid. Thus, this course will aim not only to study each poet individually but to examine the connections and dialogue between them. We will focus in class on close interpretation of the texts which, while often not long (as short as 2 lines), are dense and require careful reading. We will primarily study these texts in their own cultural context—namely the Roman world of the “Late Republic” and “Early Empire” (i.e., 1st century BC-early 1st century AD)—though we will also discuss how these poets have been reinterpreted through the ages and why we continue to read them today. The course will contain a mixture of lecture and discussion, as well as student-led presentation and discussion. Thus, coming to class prepared to participate is a crucial component of the course and is part of the assessment process, along with more formal exams and a research paper.

Hub Learning Outcomes

This course has been approved for the following learning outcomes:

Aesthetic Exploration

➢ Students will read, analyze and discuss some of the most famous works of literature for the 1st century BC Rome, including the poetry of Catullus, the Eclogues, Georgics, and Aeneid of Virgil, and selections from the Amores and Metamorphoses of Ovid. ➢ Since these works of literature all come from a period of about 60 years, we will also aim to investigate in some detail the historical context of their production and to think about what conditions led to the great flowering of Latin literature in this period, such that we still refer to it as the "Golden Age of Latin Literature" today. ➢ We will discuss issues pertaining to authorial intent and the problems of interpretation, and students will learn key vocabulary terms used frequently in analysis of Latin literature, such as the concepts of intertextuality and literary allusion, metaphor, simile, imagery, ekphrasis, genre, and meter.

Historical Consciousness ➢ Understand the important political events of the 1st Century BC Rome, including the dictatorship and assassination of Julius Caesar, and the resulting civil wars and rise of Augustus. I will present

historical information in my lectures and evaluate student's understanding of the historical background on mditerm and final exam questions. ➢ Students will be introduced to the "pro-" and "anti-" Augustan schools of thought on interpretting Virgil and Ovid (as well as the possible shortcomings of such a simplistic dichotomy) and urged to take a position in that scholarly debate. ➢ Learn about the basic principles of Roman government, Roman values, and intellectual traditions- --all of which are crucial background to making sense of the literature of this time period. I will in particular focus on the breakdown of the Roman Republic and what it mean to transition to an "empire" (and we'll discuss the different meanings of the word empire, as well as whether it is appropriate to refer to Augustus as the "first Roman emperor", as he is somestimes labeled by modern historians). We will also learn about Roman religion, how it differs from many modern religions, and how Roman philosophical traditions fit in.

Research and Information Literacy ➢ Learn how to identify appropriate secondary sources for a research paper and utilize BU’s online and “in person” library resources ➢ Goes through the appropriate stages of writing a research paper, including the formation of an annotated bibliography and the draft process

Classical Civiliation Learning Outcomes

➢ This course will contribute to the general learning outcomes for the Classical Civilization MajorStudents majoring in Classical Civilization will be able to: o demonstrate a broad understanding of the history and culture of ancient Greece and Rome. o read with comprehension works of ancient Greek and/or and , either in the original or in English translation, demonstrating understanding of genre, style, and cultural context. o communicate clearly and persuasively, both orally and in writing, ideas about the ancient world and its products. o demonstrate an understanding of the influence of classical culture on other historical periods.

Further information about the majors and minors offered by the Department of Classical Studies can be found here : http://www.bu.edu/classics/

Instructional Format, Course Pedagogy, and Approach to Learning This course will utilize interactive lecturing, discussion-based learning, and, where possible, s student-led discussions to facilitate active learning

Required Texts (Available at BU Barnes & Noble Bookstore)

1. Catullus: The Complete Poems. Tr. . Oxford World Classics. 1998. ISBN 0192835874. 2. Golden Verses: Poetry of the Augustan Age. Tr. Paul T. Alessi. Focus Publishing. 2003. ISBN 1585100641. 3. Virgil: Aeneid. Tr. Stanley Lombardo. Hackett Publishing. 2005. ISBN 0872207315 4. Ovid: Metamorphoses. Tr. David Raeburn. Penguin Classics 2004. ISBN 014044789X

Course Website This course will use Blackboard: http://learn.bu.edu

Assignments and Grading

1. 1. Class participation 10% 2. 2. Class presentation 10% 3. 2. Midterm (Oct xx) 20% 4. 3. Research paper (8-10 pages, Dec xx) 30% 5. 4. Final Exam (Dec xx) 30%

Resources/Support/How to Succeed in This Course: 1. I encourage you to attend office hours or to contact me by phone or email if you find portions of the course difficult or overwhelming. The keys to success in the course are to stay on top of the readings and attend class. 2. Accommodations for Students with Documented Disabilities: If you are a student with a disability or believe you might have a disability that requires accommodations, please contact the Office for Disability Services (ODS) at (617) 353-3658 to coordinate any reasonable accommodation requests. ODS is located at 19 Deerfield Street on the second floor.

Community of Learning: Class and University Policies

1. Please attend class prepared to actively discuss the readings due for that day. However, if you have not done the readings, please attend anyway: I will never embarrass you in front of the class and would rather have you present than absent no matter your level of preparation. That said, regular failure to prepare for class discussions will result in a lower participation grade.

2. Attendance & Absences. Regular attendance is expected and will help your participation grade. While I do not have a fixed formula for number of allowed absences, I will take attendance and note down unexecused absences in my grading record. Students are excused for absences related to illness, family emergencies, religious observance, and the like. The University’s policy on religious observance can be found here: Policy on Religious Observance.

3. Assignment Completion & Late Work. Papers will be submitted to me by email. Late papers will lose one-third of a letter grade/ day late.

4. Academic Conduct. The university takes academic integrity very seriously. Please familiarize yourself with the university’s academic integrity and plagiarism policies so as to avoid any form of unintentional (or intentional!) academic dishonesty.Violations include: cheating, fabrication, plagiarism, denying others access to information or material, and facilitating violations of academic integrity. The University’s Academic Conduct Code can be found here: https://www.bu.edu/academics/policies/academic-conduct-code/

Reading Schedule

Dates (TBD) Topic Reading Due Week 1 Thurs Sept 6 Introduction to Course Week 2 Mon Sept 10 Intro to Roman Literature Thurs Sept 13 Catullus and Literary , 14, 22, 35, 36, 95 Criticism Week 3 Mon Sept 17 Catullus and I Catullus 2, 3, 5, 7, 8, 11, 36, 51, 58 Thurs Sept 20 Catullus and Lesbia II Catullus 70, 72, 75, 76, 79, 83, 85, 87, 92, 107, 109 Week 4 Mon Sept 24 Catullus’ Guy Friends (and Catullus 6, 9, 10, 12, 13, 48, 50, 99, 101 Lovers) Thurs Sept 27 Catullus’ Enemies Catullus 15, 16, 29, 30, 49, 57, 69, 71, 73, 77, 93 Week 5 Mon Oct 1 Catullus’ Long Poems Catullus 62, 63, 64 Thurs Oct 4 Catullus’ Long Poems Catullus 64 Week 6 Mon Oct 8 Catullus’ Long Poems Catullus 65, 68 Thurs Oct 11 Catullus’ Long Poems Catullus 68 Week 7 Mon Oct 15 MIDTERM Thurs Oct 18 Virgil’s Eclogues Eclogue 1, 4 Week 8 Mon Oct 22 Virgil’s Eclogues Eclogue 6, 10 Thurs Oct 25 Virgil’s Eclogues and Georgics Book 1 Georgics 1 Week 9 Mon Oct 29 Virgil’s Georgics 2 & 3 Georgics Book 2 Selections Thurs Nov 1 Virgil’s Georgics 4 Georgics Book 4 Week 10 Mon Nov 5 Virgil’s Aeneid Book 1 Thurs Nov 8 Virgil’s Aeneid 2-3 Week 11 Mon Nov 12 Virgil’s Aeneid Book 4 Thurs Nov 15 Virgil’s Aeneid Books 5-6 Week 12 Mon Nov 19 Virgil’s Aeneid Books 7-9 TUES Nov 20 Virgil’s Aeneid Books 10-12 Week 13 Mon Nov 26 Ovid’s Love Poetry Amores 1.1; Art of Love Book 1 Thurs Nov 29 Ovid’s Epic Selections from Metamorphoses 1 (Prologue, Four Ages, Daphne), 2 (Callisto), 3 (Actaeon), 6 (Arachne) Week 14 Mon Dec 3 Ovid’s Epic and Heroides Selections from Metamorphoses 8 ( and ), 10 (Orpheus and Eurydice), 11 (Death of Orpheus, and ), 13 and 14 (The Little Aeneid); Heroides 7 and 10 Thurs Dec 6 Ovid Selections from Metamorphoses 15 (Apotheosis of Julius Caesar and Epilogue) Week15 Mon Dec 10 Review/Catch-up Day