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In this course, students will translate and analyze two ancient Greek tragedies: Aeschylus' Suppliants (c. 463 BCE) and Euripides' Medea (431 BCE). As the only extant tragedy from Greek antiquity featuring characters who explicitly reflect on their black skin color, Suppliants destabilizes a monolithic definition of alterity as fifty black Egyptian Greek women transform from frightened maidens into astute performers. In line with their interrogation of foreignness in the Suppliants, students will examine Euripides' characterization of Medea. Namely, after Medea learns that her husband will marry another woman, she kills her own children and leaves a foreign country with her safety intact. Altogether, students will increase their knowledge of Greek grammar and syntax and become familiar with essential aspects of Greek tragedy in primary and secondary sources.

Intensive review of Latin syntax. See CLASSICS 206A/B for supplemental courses. Students should take both syntax and semantics in the same quarters. Prerequisite for undergraduates: three years of Latin. First-year graduate students register for CLASSICS 204B.

Some theoretical linguistics for Classics students, particularly Latin teachers. Concentrates on the meaning of the inflectional categories. 206A: Sets and functions, Tense, Aspect, Argument Structure, Location. 206B: Quantification, Plurality, Modification, Negation, Modality

The primary goal of this course is to prepare graduate students for teaching Humanities-centered courses, both at Stanford and at other institutions. Instruction will emphasize the pedagogy of courses typical to Classics departments (and similar), including Greek and Latin Language Instruction, large lecture courses, and small seminars on specific topics. Secondary goals of the course are to prepare students for pedagogy-related aspects of the academic job market (e.g., preparing a teaching portfolio), and to introduce pedagogy-facing career options inside and outside the academy. Course discussions will range broadly from the ethical and philosophical facets of Humanities education, to various practical and logistical issues specific in graduate-level teaching. Readings, class visits, and in-class "microteaching" demonstrations will supplement discussions and other coursework. The only requirement for enrolled students is full and engaged participation each week. This course is intended solely for PhD students in the Stanford Department of Classics.

What do archaeologists have to say about long-term human relationships with the environment? How might archaeology inform our understanding of current concerns with agency and climate change? In this seminar we will explore the key concepts and concerns of a transdisciplinary field of environmental aesthetics. Taking in recent debates about the ontology and temporality of building archaeological knowledge, we will critically interrogate concepts such as land and landscape, nature and culture, dwelling and lifeworld, as a means of developing an archaeology beyond a science-humanities dualism that engages actively with the challenge of changing relationships with the environment.

This course is to be taken twice during the third year of the Classics PhD program. It takes the form of a tutorial based on weekly meetings, leading to the writing of the dissertation prospectus. To register, a student obtain permission from the prospective faculty advisor.

Why were cultural practices and institutions key in political debates in Athens? We will explore democratic and authoritarian cultural models. A thorough discussion of some of the less-read Platonic works, including his last work, the Laws, in light of other 4th century BCE thinkers on cultural matters. Of interest to students of Philosophy, Theater and Performance Studies, Political Science, as well as Classics.