DOCSLIB.ORG

Classical Studies 1000 – 001: Ancient Greece and Rome

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

The University of Western Ontario Department of Classical Studies CLASSICAL STUDIES 1000 – 001: ANCIENT GREECE AND ROME Proto-Attic amphora, 7th cent. BC Odysseus’ blinding of the Cyclops Lupa Capitolina she-wolf suckling Romulus and Remus Instructor: Dr. Bernd Steinbock Email: [email protected] Office: Lawson Hall 3210 Office Hours: M 2:30-3:30 pm or by appointment Course Website: owl.uwo.ca Teaching Assistant: TBD Teaching Assistant: TBD Email: TBD Email: TBD Office Hours: TBD Office Hours: TBD TIME AND PLACE OF CLASS: M W F 11:30 a.m. - 12:20 p.m.; University College 3110 PREREQUISITES: There are no prerequisites for this course REQUIRED TEXTS: Pomeroy, Sarah (et. al.): A Brief History of Ancient Greece: Politics, Society, and Culture. 4th edition. Oxford 2019 (ISBN 9780190925307). Boatwright, Mary (et. al.): A Brief History of the Romans. 2nd edition. Oxford 2013 (ISBN 0199987556). The Book Store at Western sells both textbooks together for ca. 115 $ (ISBN for the bundle: 9780199038770) COURSE DESCRIPTION: This course will improve your understanding of who we are today by exploring the foundational cultures of ancient Greece and Rome. Contemporary discussions about justice, beauty, and human nature are all rooted in antiquity. Although CS 1000 will include a basic historical outline, it is less concerned with battles and politics than with the cultural and social life and achievements of ancient Greece and Rome. Among the topics to be considered are: myth, religion, philosophy and rhetoric; the aesthetic principles of the art and literature of the Greeks and Romans and their masterpieces of architecture, sculpture and painting, poetry and prose; the structure of society and the position of women; slavery; everyday life; sport; warfare; and medicine. 3 lecture hours, 1.0 course Course Outline: 2019-20 - 1 - Classical Studies 1000-001 The University of Western Ontario Department of Classical Studies EVALUATION: Midterm 1: 20% (4 October 2019) Midterm 2: 25% (22 Nov 2019) Midterm 3: 25% (7 February 2020) Final Exam: 30% (April exam period, as scheduled by the Registrar’s Office) COURSE OBJECTIVES: On successful completion of this course students are expected to • have acquired a basic knowledge of the political and social history of ancient Greece and Rome. • be able to identify both iconography and subject matter of ancient art and architecture. • address the possible symbolism of ancient art and architecture within its social/historical context. • understand the important contribution archaeological evidence makes in examining and reconstructing the history of ancient Greece and Rome. • understand the character and dominant themes of ancient literature. LEARNING OUTCOMES / TRANSFERABLE SKILLS: On successful completion of this course students will be able to • appreciate the importance of historical perspective and explain how social norms and customs are a product of time, events and historical context. • understand the limits of primary evidence as actual historical fact. YOUR INSTRUCTOR: I am Dr. Bernd Steinbock and will be your instructor In May 2019, my colleague Dr. Pratt and I led 22 for this section of CS 1000. After studying Latin, Western students on an adventure-packed study tour Greek and History in Germany, my native country, I to the most fascinating sites of the ancient Greek earned my PhD at the University of Michigan in Ann world. We explored Athens, Sparta, and Mycenae, Arbor. I have been at Western since 2005 and raced at Olympia, consulted the oracle at Delphi and currently serve as Undergraduate Chair in the walked over the battlefields at Marathon and Department of Classical Studies. If you have any Thermopylae. If you have been to any of these places questions about the courses and programs we offer, or are planning to join the next Study Tours to Italy please come and talk to me either after class or (2020) and Greece (2021), come and chat with me. during my office hours. I teach Classical Studies and ancient Greek language courses on all levels. My teaching reflects my research interests, which lie at the point where history and literary texts intersect. I am particularly interested in how people in the ancient world viewed their own past, what this past meant to them, and how it affected their political decision-making. My book Social Memory in Athenian Public Discourse: Uses and Meanings of the Past engages these issues. CLASS COMMUNICATION: Class will be notified of any class cancellations, room changes and other special announcements via the course website on OWL. Course Outline: 2019-20 - 2 - Classical Studies 1000-001 The University of Western Ontario Department of Classical Studies CLASSROOM ETIQUETTE : It is of paramount importance that every student can follow the lectures with the least distraction possible. For this reason, please abide by the following basic rules of classroom etiquette. 1. Do not carry on conversations during lectures. If you have a question, raise your hand and I’ll answer it. 2. Arrive on time. If you arrive late, take your seat quietly. 3. Turn your cell-phone off during lectures. 4. Use your laptop ONLY for note-taking (if you must). Other screen activities are very distracting to the people sitting around you. NOTES TO STUDENTS: 1. Students seeking academic accommodation for any missed tests or exams must either complete a Self- Reported Absence Form (provided the conditions for submission are met) or apply to the Office of the Dean of their home faculty and provide documentation (see note on Policy on Accommodation for Student Absences below). Make-up exams CANNOT be granted by the instructor. 2. If you miss a test, you must – in addition to completing a Self-Reported Absence Form or applying to the Office of the Dean of your home faculty – contact me no later than 24 hours after the end of the period covered by either the self-reported absence or Student Medical Certificate, or immediately upon your return following a documented absence. If you do not, the grade of F will stand. 3. Those who miss classes or parts of classes remain responsible for the material they have missed. Attendance is essential for success in this course. The instructor will not review the contents of lectures, repeat announcements, or retain handouts for those who arrive late or miss classes. 4. Both the Midterm tests and the Final Exam are multiple choice tests and not cumulative. The questions will be based on lectures and assigned readings. 5. The final grade is calculated on the basis of your performance on the tests and final examination only. You cannot do an extra assignment to make up for a poor performance on a test or the final exam. NOTE FROM THE DEAN OF ARTS and HUMANITIES: You are responsible for ensuring that you have successfully completed all course prerequisites and that you have not taken an antirequisite course. Lack of prerequisites may not be used as basis of appeal. If you are not eligible for a course, you may be removed from it at any time, and you will receive no adjustment to your fees. These decisions cannot be appealed. PLAGIARISM: Students must write their essays and assignments in their own words. Whenever students take an idea, or a passage of text from another author, they must acknowledge their debt both by using quotation marks where appropriate and by proper referencing such as footnotes or citations. Plagiarism is a major academic offence (see Scholastic Offence Policy in the Western Academic Calendar). POLICY ON ACCOMMODATION FOR STUDENT ABSENCES: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/Academic_Consideration_for_absences.pdf Students seeking academic accommodation for any missed tests, exams and/or assignments worth 10% or more of their final grade must either complete a Self-Reported Absence Form (provided the conditions for submission are met) or apply to the Office of the Dean of their home faculty and provide documentation. ACADEMIC ACCOMMODATION CANNOT BE GRANTED BY THE INSTRUCTOR OR DEPARTMENT. UWO ACCESSIBILITY POLICY: Western has many services and programs that support the personal, physical, social and academic needs of students with disabilities. For more information and links to these services: http://accessibility.uwo.ca/ MENTAL HEALTH: Students who are in emotional/mental distress should refer to Mental Health@Western http://www.health.uwo.ca/mental_health/ for a complete list of options about how to obtain help. SYLLABUS: for a detailed syllabus visit the course website at: http://owl.uwo.ca Course Outline: 2019-20 - 3 - Classical Studies 1000-001 The University of Western Ontario Department of Classical Studies SYLLABUS Textbook Readings: Pomeroy 1-21 = Pomeroy, Sarah (et. al.), A Brief History of Ancient Greece: Politics, Society, and Culture. 4th edition. Oxford 2019, p. 1-21 Boatwright 1-12 = Boatwright, Mary (et. al.), A Brief History of the Romans. 2nd edition (Oxford 2013), p. 1-12 OWL = course website at http://owl.uwo.ca Week Date # Topic Reading Assignment F Sept 6 1 Introduction Week 1 M Sept 9 2 Sources Pomeroy 1-13 W Sept 11 3 Prehistoric Greece Pomeroy 14-22 F Sept 13 4 Bronze Age: The Minoans Pomeroy 22-26; Akrotiri Frescoes (OWL) Week 2 M Sept 16 5 Bronze Age: The Mycenaeans Pomeroy 26-37 W Sept 18 6 Homer, the Mycenaeans and the Trojan War Pomeroy 37-42, 51-53 F Sept 20 7 The Dark Age in Greece Pomeroy 43-50 Week 3 M Sept 23 8 Greek Epic: Homer’s Iliad and Odyssey Pomeroy 53-61; Homer Iliad 1.1- 350 and 6.370-500 (OWL) W Sept 25 9 Archaic Age: Rise of the Polis I Pomeroy 62-70; Nestor’s Cup (OWL) F
Recommended publications
  • Athens & Ancient Greece

    Athens & Ancient Greece

    ##99668811 ATHENS & ANCIENT GREECE NEW DIMENSION/QUESTAR, 2001 Grade Levels: 9-13+ 30 minutes DESCRIPTION Recalls the historical significance of Athens, using modern technology to re-create the Acropolis and Parthenon theaters, the Agora, and other features. Briefly reviews its history, famous citizens, contributions, a typical day, and industries. ACADEMIC STANDARDS Subject Area: World History - Era 3 – Classical Traditions, Major Religions, and Giant Empires, 1000 BCE – 300 CE Standard: Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE • Benchmark: Understands the major cultural elements of Greek society (e.g., the major characteristics of Hellenic sculpture, architecture, and pottery and how they reflected or influenced social values and culture; characteristics of Classical Greek art and architecture and how they are reflected in modern art and architecture; Socrates' values and ideas as reflected in his trial; how Greek gods and goddesses represent non-human entities, and how gods, goddesses, and humans interact in Greek myths) (See Instructional Goals #3, 4, and 5.) • Benchmark: Understands the role of art, literature, and mythology in Greek society (e.g., major works of Greek drama and mythology and how they reveal ancient moral values and civic culture; how the arts and literature reflected cultural traditions in ancient Greece) (See Instructional Goal #4.) • Benchmark: Understands the legacy of Greek thought and government
  • Life in Two City States--- Athens and Sparta

    Life in Two City States--- Athens and Sparta

    - . CHAPTER The city-states of Sparta (above) and Athens (below) were bitter rivals. Life in Two City-States Athens and Sparta 27.1 Introduction In Chapter 26, you learned that ancient Greece was a collection of city- states, each with its own government. In this chapter, you will learn about two of the most important Greek city-states, Athens and Sparta. They not only had different forms of government, but very different ways of life. Athens was a walled city near the sea. Nearby, ships came and went from a busy port. Inside the city walls, master potters and sculptors labored in work- shops. Wealthy people and their slaves strolled through the marketplace. Often the city's citizens (free men) gathered to loudly debate the issues of the day. Sparta was located in a farming area on a plain. No walls surrounded the city. Its buildings were simple and plain compared to those of Athens. Even the clothing of the people in the streets was drab. Columns of soldiers tramped through the streets, with fierce expressions behind their bronze helmets. Even a casual visitor could see that Athens and Sparta were very different. Let's take a closer look at the way people lived in these two city-states. We'll examine each city's government, economy, education, and treatment of women and slaves. Use this graphic organizer to help you compare various aspects of life in Athens and Sparta. Life in Two City-States: Athens and Sparta 259 27.2 Comparing Two City-States Peloponnesus the penin- Athens and Sparta were both Greek cities, and they were only sula forming the southern part about 150 miles apart.
  • The Same Yet Different

    The Same Yet Different

    W 771 THE SAME YET DIFFERENT Comparing Ancient Athens and Sparta Wendy York, Middle School Teacher, McDougle Middle School James Swart, Graduate Assistant, Tennessee 4-H Youth Development Jennifer Richards, Curriculum Specialist, Tennessee 4-H Youth Development Tennessee 4-H Youth Development This lesson plan has been developed as part of the TIPPs for 4-H curriculum. The Same, Yet Different Comparing Ancient Athens and Sparta Skill Level Intermediate, 6th Grade Introduction to Content Learner Outcomes The two rivals of ancient Greece that The learner will be able to: made the most noise and gave us the most Explain the differences and similarities traditions were Athens and Sparta. They between two Greek City-States List the important contributions of each City- were close together on a map, yet far apart State in what they valued and how they lived their lives. In this lesson, students will Educational Standard(s) Supported explore the differences between these two city-states. Social Studies 6.43 Success Indicator Introduction to Methodology Learners will be successful if they: Students work in small groups to read a Identify similarities and differences of Athens and Sparta passage about the similarities and Compare and contrast information about the differences between Athens and Sparta. two city-states Students then complete a Venn Diagram outlining their findings to share with the Time Needed class. The lesson concludes by having 45 Minutes students decide on a city-state in which Materials List they would like to have lived. Student Handout- The Same, yet different Student Handout- Venn Diagram Authors York, Wendy.
  • Phalanxes and Triremes: Warfare in Ancient Greece by Ancient History Encyclopedia, Adapted by Newsela Staff on 08.08.17 Word Count 1,730 Level 1230L

    Phalanxes and Triremes: Warfare in Ancient Greece by Ancient History Encyclopedia, Adapted by Newsela Staff on 08.08.17 Word Count 1,730 Level 1230L

    Phalanxes and Triremes: Warfare in Ancient Greece By Ancient History Encyclopedia, adapted by Newsela staff on 08.08.17 Word Count 1,730 Level 1230L A lithograph plate showing ancient Greek warriors in a variety of different uniforms. Photo from Wikimedia. In the ancient Greek world, warfare was seen as a necessary evil of the human condition. Whether it be small frontier skirmishes between neighboring city-states, lengthy city-sieges, civil wars or large-scale battles between multi-alliance blocks on land and sea, the vast rewards of war were thought to outweigh the costs in material and lives. While there were lengthy periods of peace, the desire for new territory, war booty or revenge meant the Greeks were regularly engaged in warfare both at home and abroad. Toward professional warfare The Greeks did not always have professional soldiers. Warfare started out as the business of private individuals. Armed bands led by warrior leaders, city militias of part-time soldiers provided their own equipment and may have included all the citizens of the city-state. Eventually, the conduct of warfare started to move away from private individuals and into the realm of the state. This article is available at 5 reading levels at https://newsela.com. In the early stages of Greek warfare in the Archaic period, training was haphazard. There were no uniforms or insignia and as soon as the conflict was over the soldiers would return to their farms. By the fifth century B.C, the military might of Sparta provided a model for all other states to follow.
  • What Is “Classical” About Classical Antiquity? Eight Propositions

    What Is “Classical” About Classical Antiquity? Eight Propositions

    What Is “Classical” about Classical Antiquity? Eight Propositions JAMES I. PORTER 1. “classical antiquity” is not consistently classical In 1930 classical studies experienced an insurrection. Werner Jaeger, in apostasy from his teacher Wilamowitz, convened a conference in Naumburg called “The Problem of the Classical” (Das Problem des Klassischen). The apostasy was open and calculated. Thirty years earlier Wilamowitz had boasted that he helped put paid to the word classical, which he found meaningless, and in his Geschichte der Philologie from 1921 he notoriously (and audibly) omitted the time- honored epithet of his discipline.1 (In English the title ought to read, History of [ ] Philology. The published English and Italian translations spoil the title’s symbolism by reinserting the missing word Classical.) Das Klassische was a problem indeed, and Jaeger’s conference aimed at making classics a classical discipline again, one firmly rooted in classical and humanistic values true for all time, as against its being a compilation of dry historical data. We have a good idea of what the conference was about because Jaeger published its proceedings a year later.2 But what went on behind the scenes? Luckily, in the days before tape recorders there was Alfred Körte, who offers an in- valuable first-hand account of what he saw and heard: “A number of speakers in the discussion at Naumburg sharply disputed the claim that Aeschylus was a classical author of the first rank (ein Klassiker). As the discussion went on, it turned out that actually none of the first-class luminaries of world literature had any rightful claim to the label classical, or at most they had only a qualified claim to it—neither Homer nor Aeschylus nor Shakespeare nor even the young Goethe.
  • Geography and Early Greek Civilization

    Geography and Early Greek Civilization

    Geography and Early Greek Civilization Do Now How does geography influence how you interact with your neighbors? Learning Targets and Intentions of the Lesson I Want Students to: 1. KNOW the differences and similarities of the Geography of Greece to River Valley Civilizations. 2. UNDERSTAND and explain the how Greece’s geography influences their interaction in the region. 3. Complete a chart comparing the characteristics of Minoan and Mycenaean culture (Skill) Greece is mountainous Greece is a Mountainous Peninsula with Islands. The Geography of Greece • Ancient Greece consisted of a large mountainous peninsula and islands in the Aegean Sea. • Its hilly terrain made farming difficult • Its location encouraged trade. Mountains separated Greek cities The Effects of Mountains Greece’s mountainous terrain separated the ancient Greek cities. As such, the ancient Greeks never developed a unified system of government. The ancient Greeks developed the polis or the city-state. The Greeks lived in Separate City- States. The Polis • Polis was the Greek word for “city-state”. • A polis was an independent city and its surrounding farmland. • Every polis had its own government and laws but the Greeks shared a common language and religion. The ancient Greeks farmed but it was difficult. Hills are not suited for farming. However, there is always the sea. Even today, the Greeks have access to the Mediterranean Sea and the Aegean Sea. The Seas • Greece is a peninsula and islands. • Seas surround parts of Greece. • The Seas allowed the Greeks to travel and trade. • Trade encouraged cultural diffusion. Trade and Cultural Diffusion • The seas allowed the Greeks to depend heavily on trade.

  • Cv Palaimathomascola20199

    01_26_2019 Palaima p. 1 Thomas G. PALAIMA red indicates activities & publications 09012018 – 10282019 green 09012016 – 08312018 Robert M. Armstrong Centennial Professor of Classics BIRTH: October 6, 1951 Cleveland, Ohio Director, Program in Aegean Scripts and Prehistory TEL: (512) 471-8837 or 471-5742 CLASSICS E-MAIL: [email protected] University of Texas at Austin FAX: 512 471-4111 WEB: https://sites.utexas.edu/scripts/ 2210 Speedway C3400 profile: http://www.utexas.edu/cola/depts/classics/faculty/palaimat Austin, TX 78712-1738 war and violence Dylanology: https://sites.utexas.edu/tpalaima/ Education/Degrees: University of Uppsala, Ph.D. honoris causa 1994 University of Wisconsin, Ph.D. (Classics) 1980 American School of Classical Studies at Athens, 1976-77, 1979-80 ASCSA Excavation at Ancient Corinth April-July 1977 Boston College, B.A. (Mathematics and Classics) 1973 Goethe Institute, W. Germany 1973 POSITIONS: Raymond F. Dickson Centennial Professor of Classics, UT Austin, 1991-2011 Robert M. Armstrong Centennial Professor of Classics, UT Austin, 2011- Director PASP 1986- Chair, Dept. of Classics, UT Austin, 1994-1998 2017-2018 Cooperating Faculty Center for Middle Eastern Studies Thomas Jefferson Center for the Study of Core Texts and Ideas Center for European Studies Fulbright Professorship, Universidad Autonoma de Barcelona, February-June 2007 Visiting Professor, University of Uppsala April-May 1992, May 1998 visitor 1994, 1999, 2004 Fulbright Gastprofessor, Institut für alte Geschichte, University of Salzburg 1992-93
  • Classics 130: History of Ancient Greece Summer 2018 Syllabus MTWR 1:00-3:00Pm Maguire 104

    Classics 130: History of Ancient Greece Summer 2018 Syllabus MTWR 1:00-3:00Pm Maguire 104

    1 Classics 130: History of Ancient Greece Summer 2018 Syllabus MTWR 1:00-3:00pm Maguire 104 Prof. Catherine Keesling 319 Healy (Department of Classics) Office Hours: TBA, and by appt. Office phone: (202) 687-1335 [email protected] Goals: In this course we will study ancient Greek history from the 8th century B.C. through the conquest of the Greek mainland by Philip II of Macedon, the father of Alexander the Great. Major themes explored will include: the definition of Greek identity, the relationships between Greeks and Persians, the conflict between Athens and Sparta, and the internal dynamics of the Greek polis, especially the Athenian democracy. We will read and consider in class accounts of the important events in Greek history written by the Greeks themselves, with an emphasis upon Herodotus and Thucydides. A major goal of the course is to explore how present-day ancient historians use sparse and sometimes conflicting literary sources, in combination with inscriptions and archaeological evidence, to arrive at an understanding of the distant past. For a more general statement about the learning goals of 100- level Classical Studies courses at Georgetown, please see the Department of Classics webpage. Expectations and Requirements: Most class meetings will consist of a combination of informal lecture by the professor and examination of the assigned readings. There will be a midterm exam (July 18), one short paper on Herodotus (topic to be announced; paper due by e-mail on July 31), and a final exam on the last day of class (August 9). More specific information about the assignments is forthcoming at the first class meeting.
  • Ancient Greece Athens and Sparta

    Ancient Greece Athens and Sparta

    ANCIENT GREECE ATHENS AND SPARTA Map of Greece and the cities of Athens and Sparta In Ancient Greece there were two different major forms of government, oligarchy and democracy. Oligarchy refers to a small group of people who govern a nation together. Democracy refers to a system of government in which every person has the right to participate. The two city-states that best represent each form of government were Sparta (oligarchy) and Athens (democracy). Athens focused more on culture, while Sparta focused more on war. The oligarchy structure in Sparta enabled it to keep war as a top priority. ATHENS View of Athens, The Athenian democratic government gave the citizens in Greece more around 3000 years ago. freedom. Ten percent of the total population of Athens had voting rights and all of these citizens were wealthy men who were over thirty years old. The Assembly, which made the laws, was composed by five hundred wealthy men. Women had no freedoms at all. Fathers owned their girls and then women became property of their husbands who then gave them the responsibilities of managing the household and educating the children. Women in Athens took Life was sophisticated and graceful in Athens but the Athenians were often mocked by care of their families. opposing countries for lacking bravery, patriotism and courage. Athens was repeatedly attacked since Athenians didn’t have a war-like reputation. These conflicts eventually led to Athens losing power in Ancient Greece. SPARTA In the city-state of Sparta, an oligarchy controlled the power. The citizens had little say in the decisions made by the government but, at the time, this was the structure that existed.
  • Classics Student Handbook

    Classics Student Handbook

    STUDENT HANDBOOK Classics Department Skidmore College Classics at Skidmore Why Study Classics? To study antiquity is to study ourselves. The insights of Greek and Roman thinkers, artists and writers have shaped Western thought for the last 2,000 years and when we read and study classical antiquity first-hand we gain a deeper and richer understanding of the human experience. "Historia vero testis temporum, lux veritatis, vita memoriae, magistra vitae, nuntia vetustatis …" "For history is the witness of the past, the light of truth, the survival of memory, the teacher of life, the message of antiquity…" –Cicero (De Oratore 2.36) The study of classical antiquity at Skidmore trains students to hone their analytical, creative and literary abilities. It also prepares our majors and minors for careers in the dramatic arts, law, museum curating, medicine, publishing, editing, political science, teaching and business — in short, a solid foundation for life after Skidmore. Special Strengths of Classics The interdisciplinary nature of Classics is one of the greatest hallmarks of our program at Skidmore. Courses include studies in Greek and Roman language, literature, art, archaeology, ethnicity, history, mythology, political theory, philosophy, race, religion, and technology. The Classics faculty members teaching these courses include some of the finest lecturers and scholars on campus. Mission of the Classics Department The mission of Classics at Skidmore is to help shape the future of our students through the study of the past. By using interdisciplinary methodologies, students examine and explicate the languages, literatures, histories, religions, cultures, art, and artifacts of the peoples of the ancient Mediterranean. Students apply multi- and cross-cultural perspectives to gender, ethnic, and social issues in order to gain insight into the cultures of the Classical world.
  • Classics: Ancient Civilizations Courses (CLSA) 1

    Classics: Ancient Civilizations Courses (CLSA) 1

    Classics: Ancient Civilizations Courses (CLSA) 1 CLSA:1340 Magic in the Ancient World 3 s.h. Ancient Greek and Roman writings on magic, including Classics: Ancient ancient spells and charms. GE: Values and Culture. CLSA:1380 Ancient Science 3 s.h. Civilizations Courses Survey of Greek and Roman scientific practices from Homer to Constantine. (CLSA) CLSA:1400 Biblical Archaeology 1,3 s.h. This is a list of all classics in English courses. For more Introduction to the science of archaeology and the information, see Classics. archaeology of the lands of the Bible to understand historical, cultural, economic, linguistic, and religious backgrounds of the CLSA:1000 First-Year Seminar 1 s.h. Bible and biblical periods. Same as RELS:1400. Small discussion class taught by a faculty member; topics CLSA:1740 Writing Strategies: Word Origins and Word chosen by instructor; may include outside activities (e.g., Choice 3 s.h. films, lectures, performances, readings, visits to research Study of words, their meanings, and their origins combined facilities). Requirements: first- or second-semester standing. with writing; words and word histories; role of English CLSA:1010 Hero, God, Mortal: Literature of language in the world. GE: Literary, Visual, and Performing Greece 3 s.h. Arts. Same as WRIT:1740. Ancient Greek literature and culture as it responded to Homer; CLSA:1805 Legends and Heroes of Ancient Rome 1 s.h. may include genre (e.g., epic to tragedy), religion, changing Introduction to narratives of Roman heroes from Livy, Ovid, concept of hero, interaction with Mediterranean cultures, myth and Plutarch; background information for further study versus history.

  • Mast@CHS – Fall Seminar 2020 (Friday, November 6): Summaries of Presentations and Discussion

    Classical Inquiries About Us Bibliographies The CI Poetry Project MASt@CHS – Fall Seminar 2020 (Friday, November 6): Summaries of Presentations and Discussion Rachele Pierini DECEMBER 23, 2020 | Guest Post $ # ! & ﹽ 2020.12.23. | By Rachele Pierini and Tom Palaima YOU MAY ALSO LIKE §0.1. Rachele Pierini opened the November session of MASt@CHS, which was the sixth Welcome! in the series and marked one year of MASt seminars—you can read here further details NEWS 9 FEBRUARY 2015 about the MASt project. Pierini also introduced the presenters for this meeting: Anne Chapin, who joined the team for the first time, and the regular members Vassilis Petrakis God-Hero Antagonism in the and Tom Palaima. Finally, Pierini welcomed the rest of the participants: Gregory Nagy, Hippolytus of Euripides Roger Woodard, Leonard Muellner, Hedvig Landenius Enegren, and Georgia Flouda. BY GREGORY NAGY H24H 14 FEBRUARY 2015 §0.2. Anne Chapin delivered a presentation about the visual impact of textile patterns in The Barley Cakes of Sosipolis and Aegean Bronze Age painting, focusing on the exploitation of artistic elements and design Eileithuia principles by Aegean artists. Vassilis Petrakis presented some implications that the study BY GREGORY NAGY H24H of stirrup jars and their trade provides for the reconstruction of Mycenaean societies, both 20 FEBRUARY 2015 in mainland Greece and Crete. Finally, Tom Palaima prepared the ground for the opening discussion of the next MASt session, presenting the controversial figure of the *a-mo-te-u on Pylos tablets through his appearance on PY Ta 711. In the next meeting, Palaima will lead us in a survey of Greek literary and linguistic material to reconstruct the functions and prerogatives of this Mycenaean ofcial.