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Monterey Bay is home to the nation's largest marine sanctuary and also home to Stanford¿s Hopkins Marine Station. This course, based at Hopkins, explores the spectacular biology of Monterey Bay and the artistic and political history of the region. The course focuses on issues of conservation, sanctuary, and stewardship of the oceans and coastal lands. We will meet with conservationists, filmmakers, artists, authors, environmentalists, politicians, land-use planners, and lawyers, as well as scientists and educators, to learn what is being done to appreciate, protect, and study the coastline and near-shore waters at local and national levels. We will take a look at the discipline of marine biology to discover the range of topics and methods of research it embraces and to help define some of the larger issues in biology that loom in our future. The course emphasizes interactions and discussions between individuals, groups, and our guests; it is a total immersion experience. We will be together all of the time, either at our base at the Belden House in Pacific Grove or hiking and camping in Big Sur.nnStudents are expected to have read the several books provided as introductory material before the course begins, and each is also expected to become our local expert in an area such as plant identification, bird identification, poetry, weather prediction, photography, history, ethnography, etc. The course requires an individual research project of your choice on a topic related to the general theme. Final reports will be presented at the last meeting of the group and may involve any medium, including written, oral, and performance media.nnNote: This course will be held at the Hopkins Marine Station in the Monterey region, and housing will be provided nearby. Transportation from campus to the housing site will be provided once students arrive on campus on August 30. Transportation to campus from the Belden House in Pacific Grove will be provided on September 19. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu

Students will explore practical, social, and political issues surrounding energy and the West. Using Wyoming--the largest energy provider in the United States--as a case study, students will consider the availability and viability of coal, oil, and gas (including coal-bed methane production and fracking), CO2 capture and storage, hydropower, and wind and solar energy. They will consider questions of the security of energy supply, global warming, environmental impacts, and economics and public policy, with particular attention to the so-called water-energy nexus, a critically important issue for Wyoming. nnStudents will spend the first week on campus, then travel to various field sites in Wyoming, including a coal mine, a CO2 capture plant, a CO2 enhanced oil recovery project, a wind power plant, a hydropower plant, and a shale-gas site. They will meet with relevant policy experts and public officials to consider such questions as: nn¿ Where our energy supplies come from and how energy is extracted from the ground and transported to urban centers where it is used;nn¿ The nexus between energy and water issues;nn¿ Tradeoffs and co-benefits between different types of energy supplies, including energy security, environmental impacts, and economic development; nn¿ Public policy issues surrounding energy, the environment, and the economy. nnDuring the trip, students will work on group projects to evaluate energy mix and will present their work at the conclusion of the course. Participants will return to Stanford on September 19. Travel to, from, and within Wyoming will be provided (except incidentals) and is made possible by the Bill Lane Center for the American West and Sophomore College.

There is growing interest in the intersection of art and science, whether from artists adapting technology to suit their visions or from scientists and engineers seeking to explain various visual effects. To take advantage of possible creative sparks at the art/science interface, it is necessary for fuzzies and techies to have some knowledge of the language used by the other side. This interface will be explored through examining approaches used by an artist and an engineer in the context of the materials science of cultural objects. In-class lectures, hands-on studio practice, and field trips will be used to illustrate these different perspectives. At the heart of the scientific approach is the notion that a cultural object, e.g., a painting, is a physical entity comprising materials with different physical properties and different responses to environmental stresses presented by light, heat, and water. In support of this outlook, in-class lectures and discussions will focus on the basic concepts of color, optics, mechanics, composite structures, and response of the object to environmental stress, and we will visit Bay Area museums to see how artists employ such techniques. The hands-on studio experience is designed to increase students' confidence and develop their appreciation of differences in materials. It is not necessary to have any artistic training, only a willingness to experiment. The in-class studio projects will include working with line and shadow; color, binders, and mordants; global sources of pigments; substrates and writing; and material failure. Students will make one technical presentation on a topic in one of the five areas relevant to a painting: color, optics, mechanics, composites, and stress response. In addition, they will prepare one essay on the issues surrounding the intersection of art and science. Finally, they will complete a project related to one of the thematic areas covered in the hands-on studio sessions and make a final oral presentation describing their project. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

Ghost stories haunt our imagination. When the dead return they may scare us or warn us, they may pursue us with violence or burden us with sorrow. They shock us with the "boo" of surprise, just as they frustrate us by their elusiveness. Bloodchilling stories terrify us, but they also provide entertainment. The ghost story is one of the most enduring genres, from classical literature to popular film. Yet behind the door of the story lurk both anxiety and wisdom: anxiety about our own mortality and wisdom about the cultural place of the past, between memory and regret, mourning and forgetting. The undead point to what we have not accomplished, just as they direct us--since the ghost of Hamlet's father--toward deeds. In this seminar, we will explore some of these ghostly ambitions.nDuring the summer, in preparation for the seminar, students will read selected stories and novels and post comments to the course website. When we convene in September, we will discuss the summer findings and proceed to examine a selection of novels that explore ghosts and hauntings. Texts will include Shirley Jackson's The Haunting of Hill House, Peter Straub's Ghost Story, and others. We will also spend some dark and stormy nights with ghost films and even follow the trail to some hauntings at Stanford and in the Bay Area. Students are expected to participate regularly in the CourseWork discussion forum and work in small groups with other course members to discuss and present readings.

Emphasis is on how animal welfare sciences provide an evidence-based approach to optimize and balance each of these demands so that "good welfare is good business." Topics include how to apply principles of animal behavior to design environmental enrichments beneficial to both animals and complex mission of the zoo; assessing exhibits from the point of view of animal behavior and well-being, educational opportunities and guest experience; developing an enrichment plan; designing and building enrichments for animals; interacting with the public as docents; assessing overall effectiveness of new enrichment. Class includes experience at San Francisco Zoo.

The Rocky Mountain area, ecologically and geologically diverse, is being strongly impacted by changing land-use patterns, global and regional environmental change, and societal demands for energy and natural resources. This three-week field program emphasizes coupled environmental and geological problems in the Rocky Mountains and will cover a broad range of topics including the geologic origin of the American West from three billion years ago to the recent; paleoclimatology and the glacial history of this mountainous region; the long- and short-term carbon cycle and global climate change; and environmental issues in the American West that are related to changing land-use patterns and increased demand for its abundant natural resources. These broad topics are integrated into a coherent field study by examining earth/environmental science-related questions in three different settings: 1) the three-billion-year-old rocks and the modern glaciers of the Wind River Mountains of Wyoming; 2) the sediments in the adjacent Wind River basin that host abundant gas and oil reserves and also contain the long-term climate history of this region; and 3) the volcanic center of Yellowstone National Park and mountainous region of Teton National Park, and the economic and environmental problems associated with gold mining and extraction of oil and gas in areas adjoining these national parks. Students will complete six assignments based upon field exercises, working in small groups to analyze data and prepare reports and maps. Lectures will be held in the field prior to and after fieldwork. Note: This course involves one week of backpacking in the Wind Rivers and hiking while staying in cabins near Jackson Hole, Wyoming, and horseback riding in the Dubois area of Wyoming. Students must arrive in Salt Lake City on Monday, Sept. 1. (Hotel lodging will be provided for the night of Sept. 1, and thereafter students will travel as a Sophomore College group.) We will return to campus on Sunday, Sept. 21. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

The title of this course is the title of one of the books that will be required summer reading. The course will introduce modern finance theory and cover a wide range of financial instruments: stocks, bonds, options, mutual funds, exchange traded funds, mortgage back securities, etc. Historical returns on different asset classes will be examined. The efficient market hypothesis and the case for and against index funds will be discussed. The course for 2015 will examine the ongoing policies to stimulate the economy, including the quantitative easing policy of the Federal Reserve. There will be coverage of global financial markets. We will try to reconcile the long-run return on stocks, bonds, and money market instruments with the capital asset pricing model. We will try to connect financial markets with the problems of the real economy including the entitlement programs. We will talk with venture capitalists, Federal Reserve officials, hedge fund and mutual fund managers, and those who manage large institutional endowments. Students will be expected to write a short paper and make an oral presentation to the class. A wide range of topics will be acceptable, including market regulation, the introduction of new financial instruments, the functioning of commodity futures markets, and evaluations of the federal government intervention in financial markets. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

The Rocky Mountain area, ecologically and geologically diverse, is being strongly impacted by changing land-use patterns, global and regional environmental change, and societal demands for energy and natural resources. This three-week field program emphasizes coupled environmental and geological problems in the Rocky Mountains and will cover a broad range of topics including the geologic origin of the American West from three billion years ago to the recent; paleoclimatology and the glacial history of this mountainous region; the long- and short-term carbon cycle and global climate change; and environmental issues in the American West that are related to changing land-use patterns and increased demand for its abundant natural resources. These broad topics are integrated into a coherent field study by examining earth/environmental science-related questions in three different settings: 1) the three-billion-year-old rocks and the modern glaciers of the Wind River Mountains of Wyoming; 2) the sediments in the adjacent Wind River basin that host abundant gas and oil reserves and also contain the long-term climate history of this region; and 3) the volcanic center of Yellowstone National Park and mountainous region of Teton National Park, and the economic and environmental problems associated with gold mining and extraction of oil and gas in areas adjoining these national parks. Students will complete six assignments based upon field exercises, working in small groups to analyze data and prepare reports and maps. Lectures will be held in the field prior to and after fieldwork. Note: This course involves one week of backpacking in the Wind Rivers and hiking while staying in cabins near Jackson Hole, Wyoming, and horseback riding in the Dubois area of Wyoming. Students must arrive in Salt Lake City on Monday, Sept. 1. (Hotel lodging will be provided for the night of Sept. 1, and thereafter students will travel as a Sophomore College group.) We will return to campus on Sunday, Sept. 21. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

Students will explore practical, social, and political issues surrounding energy and the West. Using Wyoming--the largest energy provider in the United States--as a case study, students will consider the availability and viability of coal, oil, and gas (including coal-bed methane production and fracking), CO2 capture and storage, hydropower, and wind and solar energy. They will consider questions of the security of energy supply, global warming, environmental impacts, and economics and public policy, with particular attention to the so-called water-energy nexus, a critically important issue for Wyoming. nnStudents will spend the first week on campus, then travel to various field sites in Wyoming, including a coal mine, a CO2 capture plant, a CO2 enhanced oil recovery project, a wind power plant, a hydropower plant, and a shale-gas site. They will meet with relevant policy experts and public officials to consider such questions as: nn¿ Where our energy supplies come from and how energy is extracted from the ground and transported to urban centers where it is used;nn¿ The nexus between energy and water issues;nn¿ Tradeoffs and co-benefits between different types of energy supplies, including energy security, environmental impacts, and economic development; nn¿ Public policy issues surrounding energy, the environment, and the economy. nnDuring the trip, students will work on group projects to evaluate energy mix and will present their work at the conclusion of the course. Participants will return to Stanford on September 19. Travel to, from, and within Wyoming will be provided (except incidentals) and is made possible by the Bill Lane Center for the American West and Sophomore College.

Recently, The New York Times and the National Geographic have hailed the "new face of America" as young, global, and hybrid. The NY Times gave this demographic a name: Generation E.A. (Ethnically Ambiguous). Our course examines the political and aesthetic implications of Generation E.A., and the hot new vogue for all things mixed. Galvanized by the 2000 census with its "mark one or more" (MOOM) racial option, dozens of organizations, websites, affinity and advocacy groups, modeling and casting agencies, television pilots, magazines, and journals--all focused on multi-racial/multi-cultural experiences--have emerged in the last few years. We will analyze representations of mixed race and multiculturalism in law, literature, history, art, performance, film, comedy, and popular culture. These cultural and legal events are changing the way we talk and think about race. nImportantly, our seminar also broadens this discussion beyond race, exploring how crossings of the color-line so often intersect with other aspects of experience related to gender, religion, culture, or class.nField trips, films, communal lunches, and interactive assignments help us explore the current controversies over mixed-race identification and, more generally, the expressive and political possibilities for representing complex identities. Requirements include three two- to three-page analytical writing assignments, a presentation that can include an optional artistic or media component, and a final group-designed project. nIf you are a citizen of the 21st century, this class is for and about you. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

Developing the courage to do what is right and maintaining the strength to resist evil in the face of personal persecution are fundamental human dilemmas. Many who lived in Nazi Germany had neither the courage, the intellectual and/or spiritual means, nor the strength to speak or act against the evil with which they were confronted. But some did possess courage and strength, and they serve as touchstones for understanding the best of the human spirit during the worst of times. This course focuses on documents generated by nonmilitary resistance groups during the period of National Socialism. Letters, essays, diaries, and statements on ethics from the Bonhoeffer and Scholl families form the core of the readings. The resistance novel, Every Man Dies Alone, by Hans Fallada, is also included. Texts will be read as historical documents, reflections of German thought, statements of conscience, attempts to maintain normal relationships with others in the face of great risk, as poetic works, and as guides for the development of an ethical life.

The Rocky Mountain area, ecologically and geologically diverse, is being strongly impacted by changing land-use patterns, global and regional environmental change, and societal demands for energy and natural resources. This three-week field program emphasizes coupled environmental and geological problems in the Rocky Mountains and will cover a broad range of topics including the geologic origin of the American West from three billion years ago to the recent; paleoclimatology and the glacial history of this mountainous region; the long- and short-term carbon cycle and global climate change; and environmental issues in the American West that are related to changing land-use patterns and increased demand for its abundant natural resources. These broad topics are integrated into a coherent field study by examining earth/environmental science-related questions in three different settings: 1) the three-billion-year-old rocks and the modern glaciers of the Wind River Mountains of Wyoming; 2) the sediments in the adjacent Wind River basin that host abundant gas and oil reserves and also contain the long-term climate history of this region; and 3) the volcanic center of Yellowstone National Park and mountainous region of Teton National Park, and the economic and environmental problems associated with gold mining and extraction of oil and gas in areas adjoining these national parks. Students will complete six assignments based upon field exercises, working in small groups to analyze data and prepare reports and maps. Lectures will be held in the field prior to and after fieldwork. Note: This course involves one week of backpacking in the Wind Rivers and hiking while staying in cabins near Jackson Hole, Wyoming, and horseback riding in the Dubois area of Wyoming. Students must arrive in Salt Lake City on Monday, Sept. 1. (Hotel lodging will be provided for the night of Sept. 1, and thereafter students will travel as a Sophomore College group.) We will return to campus on Sunday, Sept. 21. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

San Francisco and London are two of the world's best-loved and most-visited cities. They have certain things in common: both are ports, situated on the edge of continents; both are major commercial and cultural centres; and both have been shaped by immigration. Their differences are more obvious than their similarities, however, and these differences are to a large extent explained by their very different histories. London was founded by the Romans and was, for a period in its recent history, the capital of an Empire on which the sun famously never set; San Francisco did not emerge as a city until well into the 19th century and even now has something of the character of a "city state" rather than a national or state capital. Though often considered one of the most European of American cities, San Francisco is in fact laid out on the typically American grid plan; the planning of London is, by contrast, chaotic, reflecting its long evolution and the lack of any effective central planning control. nThe course will explain the ways in which these two fascinating cities have evolved, especially over the past 200 years. We will focus on the development of what is sometimes called the "urban landscape"--streets, public buildings, housing, open spaces, transport systems--and investigate who made the decisions that shaped the two cities as we experience them today. We will look not only at the impact of major events--the San Francisco earthquake of 1906, the bombing of London during World War II--but also at the small decisions made by property owners and developers which helped determine the character of urban neighborhoods. We will use maps and primary documents as well as published histories, and there will be at least two field trips to explore buildings and neighborhoods in San Francisco. Students will write two papers, each of 4-5-pages, on aspects of the history of each city. An interest in history and/urban studies is an obvious asset.

Wouldn¿t it be great if you could quickly increase your Spanish proficiency through an intensive immersion experience right here at Stanford? Wouldn¿t you love to gain the cultural and historical knowledge necessary to begin taking film, literature, and culture courses generally reserved for advanced students? This intensive Spanish immersion course is designed to help students who have completed a year of Spanish to move forward quickly toward greater linguistic and cultural competence.nnAfter a year of Spanish, students tend to be able to handle straightforward interactions related to basic needs and personal information, but they generally lack the ability to handle more abstract discussions or to combine short utterances into longer presentations of their ideas. Most students likewise have little knowledge of the rich and complex history that surrounds the Spanish language or the central role that Spanish has played in the cultural, artistic, and political life of California. nnIn this course, a team of experienced instructors will help students improve their Spanish through intensive lessons that incorporate film, literature, and social issues. Through a focused discussion of the themes of immigration and democracy in Latin America, Spain, and the United States, as well as excursions and guest lectures by Stanford faculty and community leaders, this course will immerse students in Spanish and help them to gain advanced proficiency much more quickly. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

This course focuses on the HIV epidemic, contrasting the origin and spread of HIV and AIDS in Africa and the emergence of HIV in the U.S., in particular the history of HIV in San Francisco and the Bay Area. We will meet the people and visit the institutions which played key roles in the Public Health prevention, care, and treatment of HIV in San Francisco and consider the impact of HIV globally in our thinking about epidemic disease and the international responses to HIV. This will include key locations in the City, including the AIDS Grove, San Francisco General Hospital, the San Francisco Department of Public Health, the Castro, and local AIDS service organizations. Students will also hear from patients, physicians, and activists who are living with AIDS. We will also meet with scientists at UCSF, Stanford, and local pharmaceutical companies who are at the forefront of new prevention, therapeutic, and diagnostic research. By examining the relationship between the emergence of Gay activism and AIDS in California and New York and the pandemic in Southern Africa, the course will emphasize the multi-disciplinary and multi-sector approach to epidemic infectious disease. How sis physicians, patients, epidemiologists, pharmaceutical companies, and policymakers develop effective responses to the AIDS epidemic ? What are we learning from Africa and what can Africa learn from us about how communities react to deadly threats from infectious disease.nnnAIDS experts from the Stanford community and Africa are invited to share their perspectives with us. In preparation for the seminar, you will be required to read And the Band Played On and Barnett and Whiteside's AIDS in the Twenty-First Century and selected scientific articles. As part of a group, you will also develop an AIDS-related project of your choice which you will present on the last day of class.

Some 20 years after the end of the Cold War and the collapse of the Soviet Union, the United States confronts a dizzying array of foreign policy challenges. The world in which we find ourselves is complex, contradictory, and highly uncertain. What role can and should the United States play in such a world? What are the major international challenges with which U.S. policymakers and the American people will have to contend in the immediate future and over the longer term? Given that the power of the United States is limited, how should we determine our priorities? Under what conditions should the United States be prepared to use force, and when is force inappropriate? What lessons have we learned from the wars in Iraq and Afghanistan? Can¿and should¿the United States provide the kind of global leadership that our political leaders tell us that we must? In this course we will explore the substance of U.S. foreign policy as well as the political considerations that influence both the making and the actual conduct of American diplomacy. Topics will include the challenges to policy associated with the proliferation of weapons of mass destruction, international terrorism, failing and failed states, and regional, interstate, and intrastate conflict. We will also examine how the changing distribution of power in the international system is likely to impact the United States and its allies. Finally, we will consider how domestic political considerations influence both the framing and the implementation of this country's foreign policy. In addition to the readings, students, operating in teams of three, will research and write a short policy memorandum on a topic the instructor designates. Students, each of whom will be assigned a particular role, will also take part in a 48-hour crisis simulation at the end of the course.

Our understanding of warfare often derives from the lofty perspective of political leaders and generals: what were their objectives and what strategies were developed to meet them? This top-down perspective slights the experience of the actual combatants and non-combatants caught in the crossfire. This course focuses on the complexity of the process by which strategy is translated into tactical decisions by the officers and foot soldiers on the field of battle. We will focus on three battles in American history: Gettysburg (July 1863), the Battle of Little Bighorn (June 1876), and the Korengal Valley campaign in Afghanistan (2006-2010). In addition to reading major works on these battles and the conflicts in which they occurred, we will travel to Gettysburg, Pennsylvania, and the Little Bighorn battlefield in Montana. While at Stanford, students will conduct extensive research on individual participants at Gettysburg and Little Bighorn. When we walk through the battlefield sites, students will brief the group on their subjects' experience of battle and on why they made the decisions they did during the conflict. Why did Lt. General Longstreet oppose the Confederate attack on the Union Army at Gettysburg? What was the experience of a military surgeon on a Civil War battlefield? Why did Custer divide his 7th Cavalry troops as they approached the Little Bighorn River? What was the role of Lakota Sioux women after a battle? Travel will be provided and paid by Sophomore College (except incidentals) and is made possible by the support of the Center for International Security and Cooperation (CISAC). The final part of the class covers contemporary military conflicts discussing what the US public, political leaders, and military commanders have learned (and not learned) from the past. The course is open to students from a range of disciplines; an interest in the topic is the only prerequisite.

Students will explore practical, social, and political issues surrounding energy and the West. Using Wyoming--the largest energy provider in the United States--as a case study, students will consider the availability and viability of coal, oil, and gas (including coal-bed methane production and fracking), CO2 capture and storage, hydropower, and wind and solar energy. They will consider questions of the security of energy supply, global warming, environmental impacts, and economics and public policy, with particular attention to the so-called water-energy nexus, a critically important issue for Wyoming. nnStudents will spend the first week on campus, then travel to various field sites in Wyoming, including a coal mine, a CO2 capture plant, a CO2 enhanced oil recovery project, a wind power plant, a hydropower plant, and a shale-gas site. They will meet with relevant policy experts and public officials to consider such questions as: nn¿ Where our energy supplies come from and how energy is extracted from the ground and transported to urban centers where it is used;nn¿ The nexus between energy and water issues;nn¿ Tradeoffs and co-benefits between different types of energy supplies, including energy security, environmental impacts, and economic development; nn¿ Public policy issues surrounding energy, the environment, and the economy. nnDuring the trip, students will work on group projects to evaluate energy mix and will present their work at the conclusion of the course. Participants will return to Stanford on September 19. Travel to, from, and within Wyoming will be provided (except incidentals) and is made possible by the Bill Lane Center for the American West and Sophomore College.

Who doesn't love going to a play: sitting in the darkened theater, an anonymous member of the audience waiting to be entertained, charmed, and challenged? But how many of us know enough about the details of the plays, their interpretation, their production, and acting itself, to allow us to appreciate fully the theatrical experience? In this seminar, we will spend 13 days in Ashland, Oregon, at the Oregon Shakespeare Festival (OSF), where we will attend these plays: Shakespeare's Much Ado About Nothing, Pericles, and Antony and Cleopatra; the U.S. premiere of Stan Lai's Secret Love in Peach Blossom Land; Frank Loesser's Guys and Dolls; the world premiere of Lynn Nottage's ,Sweat; Quiara Alegría Hudes' The Happiest Song Plays Last; Charles Fechter's adaptation of Alexandre Dumas' The Count of Monte Cristo; Eugene O'Neill's Long Days Journey into Night; and the world premiere of Jeff Whitty's Head Over Heels. (To read more about these productions, go to www.osfashland.org). We will also spend time backstage, meeting with actors, designers, and artistic and administrative directors of OSF. Students will read the plays before the seminar begins. In Ashland, they will produce staged readings and design a final paper based on one of the productions. These reviews will be delivered to the group and turned in on Thursday, September 17. Note: This seminar will convene in Ashland on Monday, August 31, and will adjourn to Stanford on Sunday, September 13. Students must arrive in Ashland by 4:00 p.m. on August 31. Room and board in Ashland and transportation to Stanford will be provided and paid for by the program. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu

Theater and courtroom are, arguably, two among very few institutions within western culture which privilege live adversarial process as their principal expressive and truth-finding technique. Even though at the beginning of the 21st century new media technologies became an integral part of court proceedings and theater performances, both theater and law stake their legitimacy on live proceedings with uncertain outcomes. In this class, we will pay special attention to transformative instances of exchange between these two ancient civil institutions. In other words, we will be asking not only what aspects of legal procedure can theater dramatize, but also at which points the court can (and does) come to resemble theater. n We will investigate the intricate relationship between law and drama by analyzing a wide range of dramatic works (from Aeschylus¿s Oresteia to current theater productions that use legal transcripts as their source texts) and accounts of real-life cases. We will consider how law is presented through film and popular entertainment depictions of the legal system, take field trips to local courtrooms to compare dramatized to real-life trials, observe simulcasts from international war crimes tribunals, and try to analyze forum theater techniques though their enactment in the class.