Classical Archaeology | Classical Civilization | Greek | Latin

classical Archaeology

CLAR 120 – Ancient Cities
This course is an introduction to Mediterranean archaeology, surveying archaeological sites from the Neolithic period (ca. 9000 B.C.) to Late Antiquity (ca. 600 A.D.).  The sites, geographic and cultural areas, and chronological periods of study vary depending on instructor.  This does not satisfy classical archaeology major requirements.  This course satisfies the following General Education Categories: Historical Analysis (HS); and World before 1750 (WB).
Melanie Godsey ( & Katie Tardio (

CLAR/ARTH 200 – Art and Fashion from Rome to Timbuktu
In the Roman Empire and in modern and contemporary Africa, people use clothing to express complicated ideas that are based on local symbolic systems and global trade networks.  Because Ancient Rome is, in our popular imagination, an idealized, distant source of Western culture, and Africa (past and present) evokes a generalized “exotic,” and distant place, the study of fashion from these two cultures offers an opportunity to complicate and even to contradict such generalized conceptions.  This course uses fashion as a window onto the political and economic systems, religious beliefs, hierarchies of status, and creativity of people in these ostensible different worlds.  Over the course of this semester we will explore how a seemingly frivolous art form—changing dress styles—actually reveals the complexity and sophistication of both cultural worlds.
Prof. Herica Valladares ( & Prof. Victoria Rovine (

CLAR 247 – Roman Archaeology
This course is an introductory survey of the archaeology, art and architecture of ancient Egypt, ranging in time from the prehistoric cultures of the Nile Valley through the New Kingdom.  While the course will examine famous features and characters of ancient Egypt it will also provide a wide-ranging review of the archaeology of this remarkable land as well as the method and theories used to understand ancient Egypt.  Attention will be placed on how major sites and artifacts contribute to our understanding of the Egyptian world-view and its visual expression.  Students will also have the opportunity to examine ancient Egyptian objects first-hand through in-class activities and visits to local museums.  This course satisfies the following General Education Categories: World before 1750 (WB); and Beyond the North Atlantic World (BN).  Prerequisites: none.
Prof. Jennifer Gates-Foster (

CLAR 411 – Archaeological Field Methods
This course offers a thorough introduction to archaeological field methods, including field survey, geophysical prospection, excavation, and post-excavation analysis.  Topics include survey, mapping, excavation, documentation, stratigraphy, typology, scientific analyses, visualization, and heritage management.  We will also address the methodological limitations of these approaches and their theoretical implications.  The course also covers the ethical and political aspects of archaeological fieldwork, including stewardship, and representation.  The course will include practical exercises and draw its case studies from a wide range of archaeological sites and artifacts.
Prof. Jennifer Gates-Foster (

CLAR/ARTH 464 – Greek Architecture
This course is a survey of Greek architecture from the Dark Age through the fourth century B.C.  Prerequisite for undergraduates: CLAR 244 or permission from the instructor.
Prof. Donald Haggis (

CLAR/ARTH 465 – Architecture of Etruria and Rome
Cross-listed with ARTH 465.  This course will discuss architecture in Italy and in the Roman world from the 7th century B.C. through the 4th century A.D., focusing on the development of Roman urbanism, and on the function, significance, evolution, and geographic distribution of the main building types (e.g., temples, basilicas, theaters, amphitheaters, circuses, baths, houses).  In addition, particular attention will be paid to the political, social, economic and cultural implications of public monumental architecture as well as private residential ones, for instance in terms of the social use of space, the significance of individual and imperial munificence or the development of new building technologies.
Prof. Hérica Valladares (     

CLAR 782 – Archaeology of Dark Age Greece
Issues and problems in the analysis of the Greek Dark Age and its material culture from the collapse of the Bronze Age palaces to the earliest Greek city states.
Prof. Donald Haggis (

Classical civilization

CLAS 055H – First Year Seminar: Three Greek and Roman Epics
The course will involve a close reading of Homer’s Iliad and Odyssey and Vergil’s Aeneid, and as a transition from Homer to Vergil, we will also read the tragedies of Sophocles from fifth-century Athens.  It was epic and tragedy that formulated the bases of Graeco-Roman civilization and provided influential models of heroism and human values for later ages—along with raising fundamental questions about the individual’s relationship to society.  We will analyze, discuss, and write about these works both as individual pieces of literature in a historical context, and in terms of how they position themselves in the poetic tradition; after reading the Iliad and Odyssey, we’ll see how heroic myth gets reworked for democratic Athens, and then how Vergil combines Homer, tragedy and other traditions to make a new poem for his time.  We will look at aspects of structure and technique, questions of overall interpretation and values, and the interplay of genre and historical setting.
Prof. Jim O’Hara (

CLAS 057H – First Year Seminar: Dead and Deadly Women: Greek Tragic Heroines from Aeschylus to Eliot
We will study the heroines of Greek tragedy and the way they appear in later art, drama, music, and film.  How and why do these women appeal to the artistic imagination?
Prof. Sharon James (

CLAS 126 – Medical Word Formation and Etymology
Systematic study of the formation of scientific and medical terms from Greek and Latin roots, to build vocabulary and recognition.
Brian McPhee (

CLAS 131 – Classical Mythology
The purpose of this course is to introduce students to the myths of the ancient Greeks, the stories about gods, goddesses, and heroes that were told and retold over a period of centuries.  The emphasis will be not simply on learning these stories, but on studying them in their historical context.  How were they transmitted?  What roles did they play in Greek culture? What can we learn from them about the way that the ancient Greeks understood the world around them?  In our explorations we will concentrate on literary texts, especially epic and tragedy, but will also consider visual sources, especially vase painting and sculpture. Assessment will be based on quizzes, two papers, a midterm, and a final exam. This course satisfies the following General Education Categories: Literary Arts (LA).
Andrew Ficklin ( & Katelin McCullough (

CLAS 263H – Athletics in the Greek and Roman World
Today and in antiquity, to talk about sport is to talk about society.  This course inspects the cultures of Greece and Rome, from the age of Homer to the end of the (Western) Roman Empire, through the lens of athletics.  We will scrutinize the mechanics and logistics of ancient athletic events while taking up larger questions of interpretation, placing sport within its religious, cultural, and political contexts.  Through an extensive battery of theoretical approaches— economic, anthropological, poetic, political, sociological, kinesthetic, etc.—we will address questions such as the following: How do the ideals embodied in Greek and Roman sport relate to the myths and cultural practices of these societies?  How were competitors, whether amateur and professional, rewarded and regarded by their societies?  What ethical dilemmas did athletes face?  Why were animals, slaves, religious minorities subjected to blood-sport in Roman amphitheaters, and why did others volunteer to face the same fate?  What legacies and lessons have ancient athletics left for the modern world?  To answer these and other questions, students will work with a variety of evidence—literary texts, historical inscriptions, plastic and pictorial art, as well as physical re-enactments and recreations of ancient events.  No knowledge of the classical Mediterranean is assumed; all necessary historical and cultural background will be provided in readings and lectures.  Course requirements include short essays, map quizzes, two midterms, creative and practical projects, and a final exam.
Prof. Al Duncan |

CLAS 391 – Junior Seminar: The Ancient Body in Health and Illness
As human beings of the twenty-first century, one thing we may imagine that we share with ancient individuals is the experience of living in physical bodies that have remained recognizably similar over more than two millennia. In our study of past civilizations, we frequently take for granted this basic sense of shared humanity. Yet, it is not really possible to separate the human body in its physical dimensions from the social and conceptual discourses that give it meaning: in every culture people experience, describe, understand and treat the body in very different ways. The goal of this seminar is to investigate conceptions of the body in the Greek and Roman worlds, particularly in relation to health and illness, and to explore our evidence for healing practices of all kinds. In the first part of the course we will consider the primary categories of evidence, both material and textual, Greek and Roman, and survey some of the major modern approaches to studying medicine and the body in the ancient world. In the second half of the course we will focus on more specific topics, culminating in student research projects. The overarching goal is for participants to become familiar with the range of approaches and methodologies used by scholars in Classics and to expand their views of the Greco-Roman world and the sorts of questions we can ask about it.
Prof. Janet Downie |


GREK 102 – Elementary Greek II
This course aims to help the student acquire a thorough grounding in the grammar and syntax of classical Greek, as preparation for reading—for example, Plato, Xenophon, Herodotus, or New Testament.  Class meetings will include lecture, oral drills, recitation by students, and written exercises.  There will be a brief quiz each week, two or three one-hour tests, and a final exam.
Prof. Janet Downie |

GREK 204 – Intermediate Classical Greek II
Playful and profound, Socrates is one of the most intriguing and influential characters from fifth-century Athens. Reading Plato’s Apology of Socrates, supplemented by excerpts from Aristophanes’ Clouds, the writings of Xenophon and even the New Testament, this course takes a variety of approaches toward understanding this elusive figure while developing student’s grasp on Attic Greek grammar, vocabulary, and the celebrated style of Platonic prose.  Student performance will be evaluated upon bi-weekly quizzes, mid-term, a short interpretative paper, oral presentation, and a final examination.
Prof. Al Duncan |

GREK 222/352 – Advanced Greek II/Classical Greek Poetry
In this class we will read selections from Homer’s Iliad.  We will take into account Homeric dialect, grammar, and meter, while learning to translate and appreciate the epic.  Primary readings will be supplemented by literary studies, so that we can discuss social and cultural contexts.  There will be two midterms and a final exam, and opportunities for individual presentations in class.
Prof. Patricia Rosenmeyer |

GREK 901 – Seminar
In this seminar we will explore the full range (8th c. BCE – 2nd c. CE) of epigrammatic material in the wider ancient Greek world (Greece, Egypt, etc.).  We will begin in the archaic period, with the famous verses on “Nestor’s cup”, and the poetic epigrams on gravestones that echo epic phrasing.  Typically archaic epigram was a brief address in which tombstone, votive object, or dead person’s voice spoke to a passer-by, giving only the bare facts.  We will explore various theoretical approaches to reading these texts in the context of their materiality.  In the classical period, we find many examples of pseudo-authorship:  epigrams attributed to famous authors (Homer, tragedians).  Some genuine material exists from Simonides on the war dead, as well as some genuine Euripides, Plato, and Aristotle.  Classical epigrammatic style is influenced by tragedy, and grows more elaborate and emotional.  Turning to the Hellenistic period, epigram is totally transformed. Inscriptional epigrams are still being written, but epigrams are now primarily created and published for the page, no longer meant for carving in stone.  Consequently, we see expanded topics for verse:  love, wine, fictitious funerary or votive offerings, ecphrasis, curiosities, jokes, etc.  From the 2nd c. BCE onwards, we can trace the influence of Rome on Greek literary epigram (e.g. Antipater of Sidon, Philodemus).  But we will extend our survey into the 1st and 2nd centuries CE, where “real” epigrams on stone now reflect literary influence; a case study will the be the inscriptions on the Memnon colossus in Roman Egypt.  Primary readings will be balanced by articles and books;  students will be encouraged to pursue their own interests and specializations in their seminar papers.
Prof. Patricia Rosenmeyer |


LATN 101 – Elementary Latin I
The objectives of this course are to cover the basic elements of Latin grammar, to give some practice in reading and writing Latin, and to introduce students to Roman civilization through a study of the language of the Romans.
Bryanna Lloyd |

LATN 102 – Elementary Latin II
The objectives of this course are (a) to complete the study of Latin grammar begun in Latin 1 and (b) to look at some of the social and cultural ideas of the Romans as these are reflected in Latin passages read in class.
Section 001: Kelly McArdle |
Section 002: India Watkins |
Section 003: Emma Warhover |

LATN 203 – Intermediate Latin I
Latin 203 focuses on reading, translation, and regular grammar review.  Readings will come primarily from Sallust’s Bellum Catilinae.
Section 001: Nathan Smolin |
Section 002: Hannah Sorscher |

LATN 204 – Intermediate Latin II
The purpose of Latin 204 is to strengthen the students’ command of Latin grammar, syntax, sight-reading, and scansion. We will fulfill this purpose by reading a selection of Latin classical poetry (e.g. Catullus, Horace, Ovid, and others). We will discuss the poetics and concerns of these authors. Requirements include weekly quizzes, two midterms, small projects, and a final exam. Assignments will focus on reading in Latin with an eye to improving students’ ability to read Latin poetry at sight.
Prof. Luca Grillo|

LATN 222 – Cicero
This class will read and examine some of Cicero’s greatest works, including oratory, letters and dialogues. Cicero was a most prominent statesman, speaker and writer, and, in spite of himself, he played a key role in the fall of the Roman Republic. In addition to reading original texts in Latin and discussing the style and thought of the work, we will also look at the historical and political context in which Cicero lived and wrote.
Prof. Luca Grillo |

LATN 335 – Roman Elegy
This course studies Ovid, Propertius, and Tibullus, focusing on themes such as love, male-female relations, politics, war, Roman culture, and poetry itself.
Prof. Sharon James |

LATN 712 – Readings in Latin Literature of the Augustan Age
An introduction to the literature of the period from the assassination of Caesar to the death of Augustus, and to the historical and social events that lie behind the literature.  Selected readings in Latin from Augustus’ Res Gestae, Horace’ Odes; Vergil’s Eclogues, Georgics, and Aeneid, Livy (Book 1), and Ovid (Metamorphoses 1), with glances as well as other authors and texts (perhaps elegists including Gallus & Sulpicia, Varro, Vitruvius, other works of Horace or Ovid, and anonymous imitators of Augustan poets).
Prof. Jim O’Hara |

LATN 780 – The Roman Novel: Apuleius
Apuleius’ Metamorphoses (better known in English as The Golden Ass) is one of the most surprising texts to survive from Graeco-Roman antiquity: it has inspired wildly varied interpretations and consistently defied attempts to pin it down.  In this course we will investigate both its charms and the reasons for its hermeneutic intractability; we will also explore the broader literary and intellectual culture of the Roman empire in the 2nd century CE, of which it formed a part.  After reading through the entire work in English, we will spend the rest of the course alternating between two types of activities.  First, we will carefully work through the Latin text of three key sections: Book 1, (most of) the tale of Cupid and Psyche (Books 4.28 through 6.24), and Book 11; in connection with this close reading we will also sample some scholarly approaches to this text.  Second, between these periods of close reading we will read and discuss a variety of primary texts, some by Apuleius himself and some by other writers of the ‘long second century CE’, which will give us some sense of the larger cultural world in which the text was produced.
Prof. James Rives |