11 - 20 of 211 results for: CLASSICS

Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. "What Didn't Make It in the Bible" focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The course assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed for students who are part of faith traditions that consider the bible to be sacred, as well as those who are not. The only prerequisite is an interest in exploring books, groups, and ideas that eventually lost the battles of history and to keep asking the question "why." In critically examining these ancient narratives and the communities that wrote them, you will investigate how religions canonize a scriptural tradition, better appreciate the diversity of early Judaism and Christianity, understand the historical context of these religions, and explore the politics behind what did and did not make it into the bible.

Transition to reading Greek prose. Students will build upon morphology and syntax acquired in beginning Greek to develop confidence and proficiency in reading Greek prose. We will read Plato's Apology, one of the premier examples of Attic prose, a gripping courtroom defense speech by Socrates in a capital case that ultimately became one of the foundational texts of philosophy.

Students will build upon and review morphology and syntax acquired in beginning Latin to develop confidence and proficiency in reading. Readings in prose and poetry, namely Nepos (Life of Hannibal) and Ovid. Analysis of literary language, including rhythm, meter, word order, narrative, and figures of speech.

In this course, we will read one of Sophocles' greatest tragedies, Electra, a gripping play that challenges the audience to consider profound questions of revenge and (in)justice: is Electra's and her brother Orestes' matricide of Clytaemnestra justified because Clytaemnestra murdered her husband Agamemnon, father to Electra and Orestes? Is nature (phusis) stronger than law (nomos)? Of the three tragedians' respective treatments of this famous tale from Greek mythology (i.e., Aeschylus' Choephoroi, Euripides' Electra) Sophocles' play is arguably the most enigmatic, offering many different interpretations. Reading a tragedy in the original Greek is one of the greatest experiences a student of the language will ever have, and Sophocles' Elektra is a superb introduction to the extraordinary genre of Greek tragedy. Classics majors and minors must take the course for a letter grade. It may be repeated for credit with advance approval from the Director of Undergraduate Studies.

The year is 56 BCE. An ambassador from Egypt has been assassinated in Rome. The chief suspect? Marcus Caelius Rufus, a young man with a checkered past and complicated relationships with many of Rome's power players - not least the infamous Clodii siblings. In this course, we will read Cicero's defense of Caelius alongside selected letters, historical records, and even poems providing context for the trial. Major themes for discussion will include gender and power, structures of criminal justice, and the politics of public and private life for the elite of the Late Roman Republic. 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.

Rising inequality is a defining feature of our time. How long has economic inequality existed, and when, how and why has the gap between haves and have-nots widened or narrowed over the course of history? This seminar takes a very long-term view of these questions. It is designed to help you appreciate dynamics and complexities that are often obscured by partisan controversies and short-term perspectives, and to provide solid historical background for a better understanding of a growing societal concern.

This course serves as an introduction to Homeric Greek and to Homer's Odyssey specifically. We will be reading selections from the Odyssey 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 Odyssey 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.

In this class you will practice with and reinforce the advanced vocabulary, forms, and syntax of classical Latin that you have previously acquired by closely reading selections from Books 8, 10, 11, and 12 of Vergil's Aeneid. While the emphasis of this course is on developing fluency in reading and analyzing the Latin texts, you will have opportunities to discuss and research the biographical, political, and literary issues raised by the readings. A primary focus of your inquiry will be the connection between art and propaganda as you examine how Vergil either contributes to or subverts the vision of Rome's imperial destiny and civilizing mission. In addition you will read the remainder of Books 7 through 12 in English and become familiar with the general outline of the second half of Vergil's epic. Your knowledge of the content and syntax of the readings will be assessed by several short quizzes. You will also sit for mid-quarter and end-quarter tests. Each of you will give a brief presentation on a topic relating to the life or poetry of Vergil, the historical background of his era or his influence on literature, art or music. 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.

What was the definition of 'race' twenty-five hundred years ago? What did black skin color indicate in the centuries before the Trans-Atlantic slave trade? In this course, students will investigate the history of black skin color in Greek and Roman antiquity alongside the legacy of race within the field of Classics (ancient Greek and Latin literature). In addition to interrogating the terms 'race' and 'blackness' as it applies to an ancient time period, students will cross-examine the role that race and cultural imperialism have played in the formation of the current discipline of Classics. This course will benefit greatly from students with a broad spectrum of interests; all are welcome to join the discussion.