CLASSHIS 20N: Daily Life in Ancient Egypt
Preference to freshmen. What life was like in ancient Egypt over the course of its history. How to gain access to real people in ancient times through the interpretation of ancient documents. Comparison with other societies, and state structure, the economy, and the legal system.
Terms: not given this year
|
Units: 4-5
|
UG Reqs: GER:DBHum
|
Grading: Letter or Credit/No Credit
CLASSHIS 21N: Roman Scandals: Representations and Receptions of Rome
Ancient and modern constructions of Roman morality and immorality. Representations of Rome in 18th- through 20th-century literature, art, and movies, compared against evidence from the ancient texts in English.
Terms: not given this year
|
Units: 3-5
|
UG Reqs: GER:DBHum
|
Repeatable for credit
|
Grading: Letter or Credit/No Credit
CLASSHIS 22N: Ancient and Modern Slavery
Preference to freshmen. Greeks and Romans created the largest slave societies in premodern history. How did slavery shape classical civilization and define perceptions of human nature; how does it compare to later slave systems? Focus is on comparison of ancient and modern slavery.
Terms: offered occasionally
|
Units: 3-5
|
UG Reqs: GER:DBHum
|
Grading: Letter or Credit/No Credit
CLASSHIS 23N: Slavery and Rebellion in Ancient Rome: Spartacus in Legend and History (HISTORY 13N)
Preference to freshmen. Spartacus and his army of slaves resisted the power of the Roman legions for two years and became the stuff of legend. Introduction to Roman history. Slavery in ancient Rome in its psychological, social, and economic dimensions. Causes of Spartacus' rebellion; how the traumatic end of the rebellion gave rise to a legend popularized in Stanley Kubrick's 1960 film.
Terms: not given this year
|
Units: 3
|
Grading: Letter (ABCD/NP)
CLASSHIS 24N: The Roman Empire: Its Grandeur and Fall (HISTORY 11N)
Preference to Freshmen. Prerequisite:
IHUM 69A. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: not given this year
|
Units: 4
|
Grading: Letter (ABCD/NP)
CLASSHIS 24NI: The Roman Empire: Its Grandeur and Fall (HISTORY 11NI)
Preference to Freshmen. Prerequisite:
IHUM 69A. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: not given this year
|
Units: 4
|
Grading: Letter (ABCD/NP)
CLASSHIS 26N: From Community to Empire: Understanding the Premodern State
As Rousseau observed, "man was born free, and everywhere he is in chains." How did this happen? Bringing together theoretical models from the social sciences and historical evidence from all over the world, this course explores the emergence, evolution and character of the state as a fundamental type of human organization that has shaped our existence for thousands of years.
Terms: not given this year
|
Units: 3-4
|
Grading: Letter (ABCD/NP)
CLASSHIS 37N: The Early Roman Emperors: HIstory, Biography, and Fiction (HISTORY 12N)
Preference to freshmen. The politics, drama, and characters of the period after the fall of the Roman Republic in 49 B.C.E. Issues of liberty and autocracy explored by Roman writers through history and biography. The nature of history writing, how expectations about literary genres shape the materials, the line between biography and fiction,and senatorial ideology of liberty. Readings include: Tacitus'
Annals, Suetonius'
Lives of the Caesers, and Robert Graves'
I Claudius and episodes from the BBC series of the same title.
Terms: not given this year
|
Units: 3
|
UG Reqs: GER:DBHum
|
Grading: Letter or Credit/No Credit
CLASSHIS 40: The Glory That Was Greece, in Modern Europe
What does it mean to be a modern European? The relationship between a modern European and a classical Greek; how Greece has been re-imagined. Sources include ancient authors, modern travelers, and historians, French and American revolutionary debates, archaeological images, and contemporary visuals.
Terms: not given this year
|
Units: 4-5
|
UG Reqs: GER:DBHum
|
Repeatable for credit
|
Grading: Letter or Credit/No Credit
CLASSHIS 50Q: Rome, Europe, and China: Convergence and Divergence
Preference to sophomores. How states and cultures in eastern and western Eurasia developed over the past 3,000 years; present-day relevance. Recent scholarship, including current faculty research.
Terms: not given this year
|
Units: 5
|
UG Reqs: GER:DBSocSci
|
Grading: Letter or Credit/No Credit