DOCSLIB.ORG

Ancient Greek and Roman Studies 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ancient Greek and Roman Studies 1 Ancient Greek and Roman Studies 1 In addition to the University, campus, and college requirements, listed Ancient Greek and on the College Requirements tab, students must fulfill the below Roman Studies requirements specific to their major program. General Guidelines Bachelor of Arts (BA) 1. All courses taken to fulfill the major requirements below must be taken for graded credit (except for courses taken in Spring 2020), Ancient Greek and Roman Studies (AGRS) is an interdisciplinary "area other than courses listed which are offered on a Pass/No Pass basis studies" major. It provides students with the opportunity to explore the only. Other exceptions to this requirement are noted as applicable. rich diversity of Mediterranean antiquity in depth, in company with a 2. No more than one upper division course may be used to relatively small cohort of undergraduates. While language study is an simultaneously fulfill requirements for a student's major and minor option, the major may be completed entirely in English. This major programs, with the exception of minors offered outside of the College serves as excellent preparation for many different careers including law, of Letters & Science. medicine, teaching, writing, and business, as well as for graduate study in 3. A minimum grade point average (GPA) of 2.0 must be maintained fields such as Anthropology, Archaeology, History, and Art History. in both upper and lower division courses used to fulfill the major Declaring the Major requirements (except for courses taken in Spring 2020). To declare the major, meet with the AGRS undergraduate advisor, who For information regarding residence requirements and unit requirements, can help you create a course plan and complete the declaration. You please see the College Requirements tab. may also want to review the Letters & Science advising site for a guide to declaring a major (https://ls.berkeley.edu/advising/planning/schedule- Summary of Major Requirements planning/choosing-major/). For a detailed list of requirements, please see Lower Division: Two required courses 8 the Major Requirements tab. Lower Division: One elective course 4 Honors Program -10 AGRS 130 - One course 4 Students who are declared majors in Ancient Greek and Roman Studies Upper Division: Five elective AGRS courses 20 and who have a GPA (both general and departmental) of at least 3.6 are eligible for honors in AGRS. The honors program consists of a two- Pre-Modern Culture: One course 4 semester course sequence — AGRS H195A and AGRS H195B that Total Units 40-46 is designed to support the writing of a thesis. This thesis, which will be evaluated by an honors committee of three members, may either build on Lower Division Required Courses work in a previous upper division course used in fulfillment of the AGRS 1 major or may be a newly conceived project. It is due the Monday of the AGRS 10A Introduction to Ancient Greece 4 13th week of the semester in which AGRS H195B is taken. or AGRS 17A Introduction to the Archaeology of the Greek World AGRS 10B Introduction Ancient Rome 1 4 Further details can be found online at AGRS Undergraduate Honors or AGRS 17B Introduction to the Archaeology of the Roman World (http://www.classics.berkeley.edu/programs/undergraduate/honors/). Please consult with an AGRS undergraduate adviser to begin planning to 1 AGRS R44 may be substituted for either AGRS 10A/17A or AGRS participate in honors. 10A/17B, but not both. Minor Program Lower Division Elective The minor in Ancient Greek and Roman Studies consists of five upper Select one of the following: 4-10 division courses in the AGRS Department. Courses or seminars taught by AGRS professors in other departments may also be accepted, in AGRS 10A Introduction to Ancient Greece [4] consultation with the Undergraduate Faculty Advisor. One of the five AGRS 10B Introduction Ancient Rome [4] courses may be taken outside of the department on campus or abroad AGRS 17A Introduction to the Archaeology of the Greek World with the approval of an Undergraduate Faculty Adviser. [4] AGRS 17B Introduction to the Archaeology of the Roman Other Major and Minor Programs Offered by World [4] the Department of Ancient Greek and Roman AGRS 28 Greek and Roman Myths [4] Studies AGRS N28 Greek and Roman Myths [4] Greek and Latin (http://guide.berkeley.edu/undergraduate/degree- AGRS 29 Introduction to Greco-Roman Magic [4] programs/classical-languages/) (Major only) AGRS 34 Epic Poetry: Homer and Vergil [4] Greek (http://guide.berkeley.edu/undergraduate/degree-programs/ AGRS 35 Greek Tragedy [4] greek/) (Major and Minor) AGRS 36 Greek Philosophy [4] Latin (http://guide.berkeley.edu/undergraduate/degree-programs/ latin/) (Major and Minor) AGRS 39A Freshman/Sophomore Seminar - Cleopatras [4] AGRS 39B Freshman/Sophomore Seminar - Greek and Roman Comedy [4] AGRS 39D Utopia, Dystopia [4] 2 Ancient Greek and Roman Studies AGRS 39K Fresh/Soph Seminar - Travel and Transport in the AGRS 130I Classical Greek Rhetoric: Evolution or Revolution? 4 Ancient World [4] AGRS 130J Graeco-Roman Egypt: Society and Economy 4 AGRS R44 Classics of the Ancient Mediterranean World [5] AGRS 130K Music and Difference in Ancient Greece 4 AGRS 50 Latin and Greek in Antiquity and After [4] AGRS 130L Introduction to Greco-Roman Magic 4 2 LATIN 1 Elementary Latin [4] AGRS 130M Slavery and Literature in the Greco-Roman World 4 2 LATIN 2 Elementary Latin [4] AGRS 130N Ancient Portraiture & Biography 4 LATIN 15 The Latin Workshop [10] (Meets both lower AGRS 130P Ancient Times: Myth, History, Measurement 4 2 division requirements) AGRS 161 Gender, Sexuality, and Culture in the Ancient 4 2 GREEK 1 Elementary Ancient Greek [4] World 2 GREEK 2 Elementary Greek [4] AGRS 163 Topics in Greek Philosophy 4 GREEK 15 The Greek Workshop [10] (Meets both lower AGRS 170A Classical Archaeology: Greek Vase Painting 4 2 division requirements) AGRS 170C Classical Archaeology: Greek Architecture 4 Total Units 4-10 AGRS 170D Classical Archaeology: Roman Art and 4 1 Architecture Courses used to meet lower division requirement excluded. 2 AGRS 172 Art and Archaeology of the Aegean Bronze Age 4 Language courses used to meet one upper division Ancient Greek AGRS N172A Archaeological Field School in Nemea, Greece 4 and Roman Studies requirement excluded. AGRS N172B Archaeological Field School in Mycenae, Greece 4 AGRS 130 Requirement AGRS 175A Topography and Monuments: Athens 4 AGRS 175D Topography and Monuments: Pompeii and 4 Select one of the following: 4 Herculaneum AGRS 130 Topics in Ancient Greek and Roman Culture 4 AGRS 175F Topography and Monuments: Roman Wall 4 AGRS 130A Epic and Saga 4 Painting AGRS 130B The Origins of Rome 4 AGRS C175F Pictorial Representation in the Roman World 4 AGRS 130C Ancient Greek Political Thought 4 AGRS 175G Topography and Monuments: Ptolemaic and 4 AGRS 130D The Roman Economy 4 Roman Egypt AGRS 130E The Trojan War: History or Myth? 4 AGRS 180 Ancient Athletics 4 AGRS 130F The History of Hell: Eschatology in Ancient 4 GREEK 1 Elementary Ancient Greek Mediterranean Cultures & GREEK 2 and Elementary Greek 2 AGRS 130G The Literature of Everyday Life 4 GREEK 15 The Greek Workshop [10] 2 AGRS 130H Religion and Literature in the Greco-Roman World 4 Any upper division courses in Greek AGRS 130I Classical Greek Rhetoric: Evolution or Revolution? 4 LATIN 1 Elementary Latin 2 AGRS 130J Graeco-Roman Egypt: Society and Economy 4 & LATIN 2 and Elementary Latin 2 AGRS 130K Music and Difference in Ancient Greece 4 LATIN 15 The Latin Workshop [10] AGRS 130L Introduction to Greco-Roman Magic 4 Any upper division courses in Latin AGRS 130M Slavery and Literature in the Greco-Roman World 4 Total Units 148-158 AGRS 130N Ancient Portraiture & Biography 4 1 AGRS 130P Ancient Times: Myth, History, Measurement 4 Cannot be used to fulfill elective requirement if used to fulfill AGRS 130 requirement. Total Units 68 2 Courses used to meet lower division requirements excluded. AGRS Elective Requirement Pre-Modern Culture Requirement Select five of the following: 20-30 One course, either lower or upper division, taken outside the department AGRS 121 Ancient Religion 4 and involving a pre-modern culture other than Greco-Roman (though the AGRS 124 Classical Poetics 4 course can include an overlapping culture, e.g., Ancient Egypt). Many AGRS 130 Topics in Ancient Greek and Roman Culture 4 departments offer courses that can fulfill this requirement (e.g., English, AGRS 130A Epic and Saga 4 History, History of Art, South & South-East Asian Studies). AGRS 130B The Origins of Rome 4 The faculty advisor will consult with the student to select a course to AGRS 130C Ancient Greek Political Thought 4 meet the Pre-Modern Culture Requirement. The list below includes AGRS 130D The Roman Economy 4 examples of accepted courses. There are many options available on AGRS 130E The Trojan War: History or Myth? 4 campus and transfer courses may accepted based on approval of a course syllabus and reading list. AGRS 130F The History of Hell: Eschatology in Ancient 4 Mediterranean Cultures These courses are listed for the purposes of example: 4 AGRS 130G The Literature of Everyday Life 4 ANTHRO 2 Introduction to Archaeology [4] AGRS 130H Religion and Literature in the Greco-Roman World 4 ANTHRO 2AC Introduction to Archaeology [4] Ancient Greek and Roman Studies 3 ANTHRO 122AArchaeology of the Americas: Archaeology of SCANDIN 60 Heroic Legends of the North [4] North America [4] SCANDIN 125 Old Norse Literature [4] ANTHRO 122CArchaeology of the Americas: Archaeology of SCANDIN 160 Scandinavian Myth and Religion [4] Central America [4] SASIAN 140 Hindu Mythology [4] ANTHRO 122DArchaeology of the Americas: World of Ancient SASIAN 142 India's Great Epics [4] Maya [4] Total Units 4 ANTHRO 122FArchaeology of the Americas: California Archaeology [4] Students who have a strong interest in an area of study outside their ANTHRO 122GArchaeology of the Americas: Archaeology of the major often decide to complete a minor program.
Load more

Recommended publications
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 200Th Anniversary of the Greek War of Independence 1821-2021 18 1821-2021
    Special Edition: 200th Anniversary of the Greek War of Independence 1821-2021 18 1821-2021 A publication of the Dean C. and Zoë S. Pappas Interdisciplinary March 2021 VOLUME 1 ISSUE NO. 3 Center for Hellenic Studies and the Friends of Hellenic Studies From the Director Dear Friends, On March 25, 1821, in the city of Kalamata in the southern Peloponnesos, the chieftains from the region of Mani convened the Messinian Senate of Kalamata to issue a revolutionary proclamation for “Liberty.” The commander Petrobey Mavromichalis then wrote the following appeal to the Americans: “Citizens of the United States of America!…Having formed the resolution to live or die for freedom, we are drawn toward you by a just sympathy; since it is in your land that Liberty has fixed her abode, and by you that she is prized as by our fathers.” He added, “It is for you, citizens of America, to crown this glory, in aiding us to purge Greece from the barbarians, who for four hundred years have polluted the soil.” The Greek revolutionaries understood themselves as part of a universal struggle for freedom. It is this universal struggle for freedom that the Pappas Center for Hellenic Studies and Stockton University raises up and celebrates on the occasion of the 200th anniversary of the beginning of the Greek Revolution in 1821. The Pappas Center IN THIS ISSUE for Hellenic Studies and the Friends of Hellenic Studies have prepared this Special Edition of the Hellenic Voice for you to enjoy. In this Special Edition, we feature the Pappas Center exhibition, The Greek Pg.
    [Show full text]
  • 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.
    [Show full text]
  • Hellenic Impact in Romantic Literature
    www.ijcrt.org © 2018 IJCRT | Volume 6, Issue 1 March 2018 | ISSN: 2320-2882 Hellenic Impact in Romantic Literature SHOMIK DE Assistant Teacher of Haripukuria High School English (M.A., B.Ed) (NET Qualified) ABSTRACT Hellenism illustrates any of the characteristics of ancient Greek Culture, civilization, principles and ideals, including humanism, reason, the pursuit of knowledge and the arts, moderation and civic responsibility. It reflects the culture and civilization of the Hellinistic period. Hellenism divulges the admiration for and adoption of ancient Greek Culture, ideas and civilization. It unveils the national character or culture of Greece as well as the belief in and worship of the Greek gods. It can also termed as the neoclassicism. As a neoclassical movement distinct from other Roman or Greco Roman forms of neoclassicism emerging after the European Renaissance, it most often is associated with Germany and England in the eighteenth and nineteenth centuries. In Germany the preeminent figure in the movement Winckelmann, the art historian and aesthetic theoretician who first articulated what would come to be the orthodoxies of the Greek ideal in sculpture. For Winckelmann, the essence of Greek art was noble simplicity and sedate grandeur, often encapsulated in sculptures representing moments of intense emotion or tribulation. Other major figures includes Hegel, Schlegel, Schelling and Schiller. In England, the so-called “second generation” romantic poets, especially John Keats, Percy Bysshe Shelley, and Lord Byron are considered examples of Hellinism. Drawing from Winckelmann(either directly or derivatively), these poets frequently turned to Greece as a model of ideal beauty, transcendent philosophy, democratic politics, and homosociality or homosexuality (for Shelley especially).
    [Show full text]
  • A HISTORY of the PELASGIAN THEORY. FEW Peoples Of
    A HISTORY OF THE PELASGIAN THEORY. FEW peoples of the ancient world have given rise to so much controversy as the Pelasgians; and of few, after some centuries of discussion, is so little clearly established. Like the Phoenicians, the Celts, and of recent years the Teutons, they have been a peg upon which to hang all sorts of speculation ; and whenever an inconvenient circumstance has deranged the symmetry of a theory, it has been safe to ' call it Pelasgian and pass on.' One main reason for this ill-repute, into which the Pelasgian name has fallen, has been the very uncritical fashion in which the ancient statements about the Pelasgians have commonly been mishandled. It has been the custom to treat passages from Homer, from Herodotus, from Ephorus, and from Pausanias, as if they were so many interchangeable bricks to build up the speculative edifice; as if it needed no proof that genealogies found sum- marized in Pausanias or Apollodorus ' were taken by them from poems of the same class with the Theogony, or from ancient treatises, or from prevalent opinions ;' as if, further, ' if we find them mentioning the Pelasgian nation, they do at all events belong to an age when that name and people had nothing of the mystery which they bore to the eyes of the later Greeks, for instance of Strabo;' and as though (in the same passage) a statement of Stephanus of Byzantium about Pelasgians in Italy ' were evidence to the same effect, perfectly unexceptionable and as strictly historical as the case will admit of 1 No one doubts, of course, either that popular tradition may transmit, or that late writers may transcribe, statements which come from very early, and even from contemporary sources.
    [Show full text]
  • 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.
    [Show full text]
  • Political Thought
    POLITICAL THOUGHT YEAR 14, NO 52, DECEMBER, SKOPJE 2016 POLITICAL ELITES, CITIZENSHIP AND SOCIAL CHANGES Publisher: Konrad Adenauer Foundation, Republic of Macedonia Institutefor Democarcy “Societas Civilis”, Skopje Founders: Dr. Gjorge Ivanov, Andreas Klein M.A. Politička misla - Editorial Board: Johannes D. Rey Konrad Adenauer Foundation, Germany Nenad Marković Institute for Democarcy “Societas Civilis”, Political Science Department, Faculty of Law “Iustinianus I”, Ss. Cyril and Methodius University in Skopje, Republic of Macedonia Ivan Damjanovski Institute for Democarcy “Societas Civilis”, Political Science Department, Faculty of Law “Iustinianus I”, Ss. Cyril and Methodius University in Skopje, Republic of Macedonia Hans-Rimbert Hemmer Emeritus professor of economics, Germany Claire Gordon London School of Economy and Political Science, England Robert Hislope Political Science Department, Union College, USA Ana Matan-Todorcevska Faculty of political science, Zagreb University, Croatia Predrag Cvetičanin University of Niš, Republic of Serbia Vladimir Misev OSCE Office for Democratic Institutions and Human Rights, Poland Sandra Koljačkova Konrad Adenauer Foundation, Republic of Macedonia Address: KONRAD-ADENAUER-STIFTUNG ul. Risto Ravanovski 8 MK - 1000 Skopje Phone: 02 3217 075; Fax: 02 3217 076 ; E-mail: [email protected]; Internet: www.kas.de INSTITUTE FOR DEMOCRACY “SOCIETAS CIVILIS” SKOPJE Mitropolit Teodosij Gologanov 42A/3 MK - 1000 Skopje; Phone/ Fax: 02 30 94 760; E-mail: [email protected]; Internet: www.idscs.org.mk E-mail: [email protected] Printing: Vincent grafika - Skopje Cover page design: Gjorgie Jovanoviќ Design & Technical preparation: Pepi Damjanovski Translation: Ognena Nikuljski Macedonian Language Editor: Elena Sazdovska English Language Editor: Susannah Haven Hightower The views expressed in the magazine are not the views of Konrad-Adenauer-Stiftung and the Institute for Democracy “Societas Civilis” Skopje.
    [Show full text]
  • 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.
    [Show full text]
  • Greek and Latin 1
    Greek and Latin 1 other than courses listed which are offered on a Pass/No Pass basis Greek and Latin only. Other exceptions to this requirement are noted as applicable. 2. No more than one upper division course may be used to Bachelor of Arts (BA) simultaneously fulfill requirements for a student's major and minor programs, with the exception of minors offered outside of the College The major in Greek and Latin provides training in both ancient Greek and of Letters & Science. Latin, enabling students to encounter texts such as Homer's Odyssey and 3. A minimum grade point average (GPA) of 2.0 must be maintained Virgil's Aeneid in their original form. Students can begin their study of the in both upper and lower division courses used to fulfill the major languages in our department or build on knowledge acquired elsewhere. requirements. Declaring the Major For information regarding residence requirements and unit requirements, To declare the major, meet with the Ancient Greek and Roman Studies please see the College Requirements tab. undergraduate advisor, who can help you create a course plan and complete the declaration. You may also want to review the Letters Summary of Degree Requirements & Science advising site for a guide to declaring a major (https:// Prerequisite: Successful completion of one UCB Greek or Latin ls.berkeley.edu/advising/planning/schedule-planning/choosing-major/). course. For a detailed list of requirements, please see the Major Requirements Lower Division: AGRS 10A & 10B (AGRS 17A,17B or R44 can 8 tab. substitute upon approval) Honors Program Elementary Language: Two or four courses (Can be replaced by high0-20 school or transfer credit upon completion of a placement exam.) Students who are declared majors in Greek and Latin and who have Basic Reading: Four courses 16 a GPA (both general and departmental) of at least 3.6 are eligible for Senior Reading: Two Upper Division Greek, Latin or one of each 8 honors in Greek and Latin.
    [Show full text]
  • Species and Subspecies Accounts, Systematics, and Biogeography (Lepidoptera: Nymphalidae)
    THE GENUS SPEYERIA AND THE Speyeria atlantis/Speyeria hesperis COMPLEX: SPECIES AND SUBSPECIES ACCOUNTS, SYSTEMATICS, AND BIOGEOGRAPHY (LEPIDOPTERA: NYMPHALIDAE) By JAMES CHRISTOPHER DUNFORD A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2007 1 © 2007 James Christopher Dunford 2 To my family, James F. Dunford, Karen and Lee Schwind, and Kim Dunford, as well as my extended family, Robert Sr., Mary Jane, Robert Jr., Michael, Scott, Jeff and Mark Zukowski, and George and Rena Dunford, and Carole Parshall; and finally my life long friends, Mitch Adams, Scott Brady, Stuart Iselin, John Kropp, Walter Schultz, and Greg Smith, who stood by my side as I pursued my entomological studies. Without their support (and patience), this would not have been possible. Good scientists surround themselves with great ones, and without the help of the superb biologists that I have had the great pleasure to work with along the way, I would not have attained some of my goals in life. 3 ACKNOWLEDGMENTS I would like to thank my co-chairs Lee D. Miller and Jacqueline Y. Miller (Florida Museum of Natural History, McGuire Center for Lepidoptera and Biodiversity [MGCL]. Their guidance, advice, patience and most of all friendship have made this research possible. I would also like to thank my remaining committee members Thomas C. Emmel (MGCL), Paul Z. Goldstein (MGCL), John B. Heppner (Florida State Collection of Arthropods [FSCA]), James E. Maruniak (University of Florida, Entomology and Nematology Department [UF-Ent. & Nem.
    [Show full text]
  • Greek Empire - Empire, Alexander the Great, Hellenistic, Culture Greek Empire Empire, Alexander the Great, Hellenistic, Culture Ancient Greece Unit
    Greek Empire - empire, Alexander the Great, Hellenistic, culture Greek Empire empire, Alexander the Great, Hellenistic, culture Ancient Greece Unit This article is brought to you by the years 356 B.C.E to 323 B.C.E. What would you need to do in order for people to add "the great" to the end of your name? Get straight A's? No, that's not good enough. Make a new kind of phone? No . they don't call him Steve Jobs the Great. What then? How about take over all of the city-states around you and then expand your empire across nearly 3,000 miles and across different continents? Now we're talking. It's time to meet Alexander . the Great. Today, we have cities and states and countries that are ruled by a government. Many years ago, things looked very different. People lived in cities that acted like very small countries, called city states. Today, countries stay in one place, but two thousand years ago there was a lot more change. Instead of each city state being always a part of one county, they were constantly taken over by different leaders. If someone with a big army came through, you might have a new leader! An empire is a group of states or countries under one ruler. Greece was just a collection of city-states and colonies until a leader named Philip II fought away many of their enemies and brought them all together. They started to grow into something more. Of course, in order to become something really big, an empire needs a brave leader .
    [Show full text]