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181 - 190 of 1140 results for: all courses

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 76: Global History: The Ancient World (HISTORY 1A)

World history from the origins of humanity to the Black Death. Focuses on the evolution of complex societies, wealth, violence, hierarchy, and large-scale belief systems.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-ED, WAY-SI

CLASSICS 81: Ancient Empires: Near East (HISTORY 117)

Why do imperialists conquer people? Why do some people resist while others collaborate? This course tries to answer these questions by looking at some of the world's earliest empires. The main focus is on the expansion of the Assyrian and Persian Empires between 900 and 300 BC and the consequences for the ancient Jews, Egyptians, and Greeks. The main readings come from the Bible, Herodotus, and Assyrian and Persian royal inscriptions, and the course combines historical and archaeological data with social scientific approaches. Weekly participation in a discussion section is required.
Terms: Aut | Units: 4-5 | UG Reqs: WAY-SI

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

This course traces the emergence and development of the distinctive cultural world of the ancient Egyptians over nearly 4,000 years. Through archaeological and textual evidence, we will investigate the social structures, religious beliefs, and expressive traditions that framed life and death in this extraordinary region. Students with or without prior background are equally encouraged.
Terms: Aut | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-A-II, WAY-SI
Instructors: Bartos, N. (PI)

CLASSICS 83: The Greeks (HISTORY 101)

250 years ago, for almost the first time in history, a few societies rejected kings who claimed to know what the gods wanted and began moving toward democracy. Only once before had this happened--in ancient Greece. This course asks how the Greeks did this, and what they can teach us today. It uses texts and archaeology to trace the material and military sides of the story as well as cultural developments, and looks at Greek slavery and misogyny as well as their achievements. Weekly participation in a discussion section is required.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI

CLASSICS 84: The Romans (HISTORY 102A)

How did a tiny village create a huge empire and shape the world, and why did it fail? Roman history, imperialism, politics, social life, economic growth, and religious change. Weekly participation in a discussion section is required; enroll in sections on Coursework.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-SI

CLASSICS 93: Pots, People, and Press: Greek Archaeology in the Media (ARCHLGY 83)

Archaeological discovery has long captured the popular imagination, and the media undoubtedly plays a crucial role in this phenomenon. In the case of Greek archaeology, much of this imagination has been intertwined with the legacies of ancient Greek culture(s) in the construction of modern identities and ideologies, including the concept of ¿Western Civilization.¿ This course explores the intersections between academic research, media narratives, and the social, political, and cultural context of Greek archaeology from the 19th century to the present. Through a diachronic range of case studies, we will engage with a selection of media accounts and representations, alongside scholarly work and commentaries. In doing so, the class will more broadly examine issues surrounding archaeological evidence and interpretation, narrative formation, the reception and appropriation of the past, conceptualizations of race and ethnicity, nationalism and archaeology, and cultural heritage management. No prior knowledge of Greek archaeology is required.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI
Instructors: Duray, A. (PI)

CLASSICS 96: The Secret Lives of Statues from Ancient Egypt to Confederate Monuments (ARCHLGY 96, ARTHIST 104A)

Statues, human-shaped sculptures, walk a fine line between being inert matter and living entities. Throughout human existence, humans have recognized that statues are not alive even as they understand that statues are capable of becoming potent allies or enemies. They are capable of engendering profound emotional responses, embodying potent ideas, and co-opting the past in service of the present. However, the same materiality that endows statues with these exceptional capacities also makes them vulnerable to humans intent on acquiring otherwise-expensive materials cheaply, commiting sectarian violence by proxy, and obliterating the material manifestations of others¿ memories.nnIn this course, we will study sixteen (groups of) statues thematically. To do this, we will draw on a wide variety of disciplines, including archaeology, art history, history, law, media studies, museum studies, and religious studies, to articulate how people in diverse places and times have revered and reviled statues precisely because they are uncanny objects that seem to have an all-too-human kind of agency. In so doing, we will gain appreciation for and insight into how and why the statues in our own lives are significant.
Terms: Aut | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI
Instructors: Gisch, D. (PI)

CLASSICS 115: Virtual Italy (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, Sum | Units: 4-5 | UG Reqs: WAY-A-II, WAY-SI

CLASSICS 116: Human Rights in Comparative and Historical Perspective (ETHICSOC 106, HUMRTS 106)

This course examines core human rights issues and concepts from a comparative and historical perspective. In the beginning part of the course we will focus on current debates about the universality of human rights norms, considering the foundation of the international human rights regime and claims that it is a product of western colonialism, imperialism, or hegemony. We will then discuss a series of issues where the debates about universality are particularly acute: gender inequality and discrimination, sexual violence, child marriage and forced marriage more generally, and other related topics. We will also consider the way in which issues of gender-based violence arise in the context of internal and international conflicts.
Terms: Sum | Units: 3-5 | UG Reqs: WAY-ER, WAY-SI
Instructors: Cohen, D. (PI)
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