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Vocabulary and syntax of the classical language. Prerequisite: CLASSICS 2G or equivalent placement. CLASSICS 3G fulfills University language requirement.

Vocabulary and syntax of the classical language. Prerequisite: CLASSICS 2L or equivalent placement. CLASSICS 3L fulfills the University language requirement.

This course serves as an introduction to Homeric Greek and to Homer's Iliad specifically. We will be reading selections from the Iliad in the original Greek to develop an understanding of the syntax, vocabulary, and dialect of Homeric Greek. Students will also be introduced to a wide variety of tools and resources, both digital and print, to aid them in working with and working through Homeric Greek. In addition, we will read the whole of the Iliad in English via multiple translations, which will allow us to broaden our discussions to questions of narrative structure and characterization, as well as questions about the practice and process of translation. Classics majors and minors must take course for letter grade. Classics majors and minors may repeat for credit with advance approval from the Director of Undergraduate Studies.

Martial wrote about 1500 epigrams (short poems) that give an unparalleled insight into sexuality, gender and personal relationships in the ancient Roman world. And, due to their obscenity, about 400 of these poems have historically been omitted from editions and commentaries, or edited to remove sexual elements. In this class, students will gain familiarity with a new genre of Latin by reading approximately 30 epigrams. Enroll to find out which ones! Classics majors and minors must take course for letter grade. Classics majors and minors may repeat for degree credit with advance approval from the Director of Undergraduate Studies.

The literature of medieval Ireland (600-1400 AD) is rich in tales about war and adventure, pagan gods, and otherworld voyages. The sagas of kings and queens sit side by side (sometimes in the same medieval manuscripts) with stories of holy men and women, and exquisite poetry in praise of nature or important persons. We will explore this largely unfamiliar but fascinating world through careful reading of the primary texts, backed up by some secondary works on history, myth, and society. In addition, the influence of early Irish literature on such later writers as W. B. Yeats and Flann O'Brien will be investigated. Readings include heroic stories of Finn and Cú Chulainn; the Cattle Raid of Cooley; the Voyage of Bran; satires; bardic praise-poems; monastic poems; and Sweeney Astray (Buile Shuibhne).

Gender and mobility have long been intertwined, from the confinement of women within the home in ancient Greek democratic Athens to the tailored guidelines for women traveling solo today. We will explore the question of women and travel with a focus on the eighteenth century, when tens of thousands of British travelers journeyed to Italy - voyages known then and since as the Grand Tour. These travels in the age of Enlightenment contributed to a massive reimagining of politics and the arts, of the market for culture, of ideas about education and leisure, all of which reverberate still today in our own models for tourism and educational travel, and for the genre of travel writing. The eighteenth-century Grand Tour has long been studied as the purview of young and male elites, traveling to become 'citizens of the world' before taking up their positions in society, inheriting family titles and entering marriages. Yet we know that women also traveled and a few even published their accounts, while the question of gender sex during visits to Italy was prominent. What can we learn about women traveling to Italy in the eighteenth-century and about contemporary ideas, and anxieties, about gender and sex in Italian journeys? We will use a variety of sources and methods. We will visit the Special Collections and the Rumsey Map Center in the Stanford Library to study rare historical books, manuscripts and maps, but also use digital tools for exploration and analysis of online collections and databases of textual and visual material. Part of our work will include experimentation with and contribution of credited research to an original dataset of hundreds of eighteenth-century women travelers to Italy that I have been creating.

Preference to sophomores. Focus is on excavation, features and finds, arguments over interpretation, and the place of each site in understanding the archaeological history of Europe. Goal is to introduce the latest archaeological and anthropological thought, and raise key questions about ancient society. The archaeological perspective foregrounds interdisciplinary study: geophysics articulated with art history, source criticism with analytic modeling, statistics interpretation. A web site with resources about each site, including plans, photographs, video, and publications, is the basis for exploring.

The heroic and divine in the literature, mythology, and culture of archaic Greece. Interdisciplinary approach to the study of individuals and society. Illustrated lectures. Readings in translation of Homer, Hesiod, and the poets of lyric and tragedy. Weekly participation in a discussion section is required during regular academic quarters (Aut, Win, Spr)

The seminar examines concepts and models of heroism in three paradigmatic ancient traditions: China, Greece, and Rome. Our inquiry is guided by the following questions: What qualities and experiences define someone as a hero? If heroism is not all about excellence, brilliance and glory, what makes heroes exceptional and inspiring figures? How does courage relate to other virtues such as integrity, loyalty, fortitude, and self-sacrifice? Is heroism compatible with fear, shame, and humiliation? How do heroes become what they are, what role do education and imitation play? Is courage a gendered virtue? Does the ethical importance of heroism rest on the fact that heroes are typically confronted with extraordinary choices about life and death, honor and ignominy, freedom and suffering, and survival and immortality? Finally, how do different cultures shape and enrich our answers to the above questions?