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No knowledge of Greek is assumed. Vocabulary and syntax of the classical language.

Vocabulary and syntax of the classical language. No previous knowledge of Latin is assumed.

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 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.

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 freshmen. 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?

Overview of the archaeology of Greece from the earliest times to today, with a focus on the first millennium BCE. Covers topics from farming and fighting to technology and art, asking why the material cultures created in Greece's archaic, classical, and Hellenistic periods have had a profound impact on the rest of the world.

We shall cover the major developments in Greek philosophical thought, focusing on Plato, Aristotle, and the Hellenistic schools (the Epicureans, the Stoics, and the Skeptics). Topics include epistemology, metaphysics, psychology, ethics and political theory. No prereqs, not repeatable.