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CLASSICS 56: Introduction to the Visual Arts: Prehistoric through Medieval (ARTHIST 1A)

This course explores monuments from the pre-historic through the medieval periods with a focus on their sensory dimensions. How did the ritual and the décor manipulate the viewer and produced different states of consciousness in the cave art of Lascaux? How was power structured as a sensual experience in the empires of Assyria, Babylon, and Egypt? How did the concept of democracy realize itself in the development of pictorial and sculptural naturalism in Classical Athens? We will engage some of the greatest monuments of human civilization produced in the most distant past in places far away and bring them nearby engaging also with the art at the Cantor Museum and the facsimiles of manuscripts at the Stanford Libraries. The lectures introduce major monuments, while the discussion sections allow students to gain new powers of observation and deepen their analytical skills through a direct engagement with objects on display at the museum.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-ED

CLASSICS 58: Egypt in the Age of Heresy (AFRICAAM 58A, AFRICAST 58, ARCHLGY 58)

Perhaps the most controversial era in ancient Egyptian history, the Amarna period (c.1350-1334 BCE) was marked by great sociocultural transformation, notably the introduction of a new 'religion' (often considered the world's first form of monotheism), the construction of a new royal city, and radical departures in artistic and architectural styles. This course will introduce archaeological and textual sources of ancient Egypt, investigating topics such as theological promotion, projections of power, social structure, urban design, interregional diplomacy, and historical legacy during the inception, height, and aftermath of this highly enigmatic period. Students with or without prior background are equally encouraged.
Last offered: Autumn 2018 | UG Reqs: WAY-A-II, WAY-SI

CLASSICS 82: The Egyptians (AFRICAAM 30, HISTORY 48, HISTORY 148)

Overview of ancient Egyptian pasts, from predynastic times to Greco-Roman rule, roughly 3000 BCE to 30 BCE. Attention to archaeological sites and artifacts; workings of society; and cultural productions, both artistic and literary. Participation in class is required.
Last offered: Autumn 2017 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-SI

CLASSICS 88: Origins of History in Greece and Rome (HISTORY 114)

What¿s the history of `History¿? The first ancient historians wrote about commoners and kings, conquest and power¿those who had it, those who wanted it, those without it. Their powerful ways of recounting the past still resonate today and can be harnessed to tell new stories. We will look at how ancients like Herodotus, Thucydides, Tacitus, and Livy turned stories about the past into compelling narratives of loss, growth and decline¿inventing ¿History¿ as we know it. All readings in English.
Last offered: Spring 2019 | UG Reqs: GER:DB-Hum, WAY-A-II

CLASSICS 102L: Advanced Latin: Ovid (CLASSICS 209L)

In his Tristia and Epistulae ex Ponto, stemming from his banishment to the Black Sea coast in 8 CE, Ovid ostensibly addresses his wife, friends and patrons back in Rome, longing for the chance to return. These 'Sadnesses' and 'Letters from Pontus' use the same meter as his love poems, namely elegiac couplets, but by contrast they sound a nostalgic note. Ovid complains bitterly about conditions in his new location, so far from his beloved city of Rome. In reading a rich sample of these exile poems we'll assess the poet's self-representation, his apparent clash of art and politics, and more generally the nature of literary exile and cultural landscapes. As needed, we will review questions of grammar and syntax, rhetorical terms, and historical context. Classics majors and minors must take course for letter grade. May be repeated for credit with advance approval from the Director of Undergraduate Studies. Sample reading: Ovid, Epistulae ex Ponto book 1 (ed. Garth Tissol, 2014).As needed, we will review questions of grammar and syntax, rhetorical terms, and historical context. Classics majors and minors must take course for letter grade. May be repeated for credit with advance approval from the Director of Undergraduate Studies.
Terms: Win | Units: 3-4 | UG Reqs: Language, WAY-A-II | Repeatable for credit
Instructors: Parker, G. (PI)

CLASSICS 103L: Advanced Latin: Bad Emperors: Tacitus and Suetonius on Nero

Why was Nero remembered as a 'bad' emperor? Tacitus and Suetonius, who wrote the foremost histories of his life, described Nero's abuses and corruption in great detail. But what is the line between gossip and history? In this class, we will examine accounts of Nero's life as a way to understand the early imperial period and the later historians who chronicled it. We will read Suetonius's Life of Nero and then Tacitus Annals 14. In doing so, we will examine key questions of how Roman historians understood history-writing, political authority, power, liberty, gender roles, and morality. Select secondary readings will help shed light on whether portrayals of Nero's reign are fair based on current scholarly arguments. As context, we will discuss the roles of powerful women (Livia, Drusilla, Messalina, and Agrippina) as well as the post-Augustan Julio-Claudians (the other 'bad emperors'). If time permits, we will examine additional short readings from other sources such as Seneca's Apocoloc more »
Why was Nero remembered as a 'bad' emperor? Tacitus and Suetonius, who wrote the foremost histories of his life, described Nero's abuses and corruption in great detail. But what is the line between gossip and history? In this class, we will examine accounts of Nero's life as a way to understand the early imperial period and the later historians who chronicled it. We will read Suetonius's Life of Nero and then Tacitus Annals 14. In doing so, we will examine key questions of how Roman historians understood history-writing, political authority, power, liberty, gender roles, and morality. Select secondary readings will help shed light on whether portrayals of Nero's reign are fair based on current scholarly arguments. As context, we will discuss the roles of powerful women (Livia, Drusilla, Messalina, and Agrippina) as well as the post-Augustan Julio-Claudians (the other 'bad emperors'). If time permits, we will examine additional short readings from other sources such as Seneca's Apocolocyntosis. Readings will be in the original Latin. We will also examine the portrayal of emperors in popular media, particularly I, Claudius. As needed, we will review questions of grammar and syntax, rhetorical terms, and historical context. Classics majors and minors must take course for letter grade. May be repeated for credit with advance approval from the Director of Undergraduate Studies.
Terms: Spr | Units: 3-5 | UG Reqs: Language, WAY-A-II | Repeatable for credit
Instructors: Mallon, K. (PI)

CLASSICS 112: Introduction to Greek Tragedy: Gods, Heroes, Fate, and Justice (TAPS 167)

Gods and heroes, fate and free choice, gender conflict, the justice or injustice of the universe: these are just some of the fundamental human issues that we will explore in about ten of the tragedies of Aeschylus, Sophocles, and Euripides.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II

CLASSICS 115: Virtual Italy: Methods for Historical Data Science (ENGLISH 115, HISTORY 238C, ITALIAN 115)

Classical Italy attracted thousands of travelers throughout the 1700s. Referring to their journey as the "Grand Tour," travelers pursued intellectual passions, promoted careers, and satisfied wanderlust, all while collecting antiquities to fill museums and estates back home. What can computational approaches tell us about who traveled, where and why? We will read travel accounts; experiment with parsing; and visualize historical data. Final projects to form credited contributions to the Grand Tour Project, a cutting-edge digital platform. No prior programming experience necessary.
Terms: Win | Units: 4-5 | UG Reqs: WAY-A-II, WAY-SI

CLASSICS 125: The Hindu Epics and the Ethics of Dharma (RELIGST 123)

The two great Hindu Epics, the Mahabharata and Ramayana, offer a sustained reflection on the nature of virtuous living in the face of insoluble ethical dilemmas. Their treatment of the concept of dharma, understood simultaneously as ethical action and the universal order that upholds the cosmos, lies at the heart of both Gandhian non-violent resistance and communalist interreligious conflict. This course will focus on a reading of selections from the Epics in English translation, supplemented with a consideration of how the texts have been interpreted in South Asian literary history and contemporary politics and public life in India.
Last offered: Spring 2019 | UG Reqs: WAY-A-II, WAY-ER

CLASSICS 126: The archaeology of death (ARCHLGY 112)

Death is a universal human experience, but one that evokes a wide range of cultural and material responses. Archaeologists have used mortuary and bioarchaeological evidence to try to understand topics as diverse as paleodemography, human health and disease, social structure and inequalities, ritual, and identity and personhood. As such, the archaeology of death has become a locus for lively debates about archaeological interpretation. Furthermore, the study of human remains and mortuary contexts raises a set of complex ethical and political issues. We will explore these themes using a range of archaeological and anthropological case studies from different times and places.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI
Instructors: Erny, G. (PI)
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