| Course | Title | Instructor | Description |
|---|---|---|---|
| CLASSIC 37A | EARLY ROME | SNYDER, R. | A survey of the development of Roman civilization from its eighth century BCE beginnings to the civil wars of the first century BCE. Examines political and social history, as well as literature, art, architecture, and religion. Same as HISTORY 37A. (IV) |
| CLASSIC 45A | THE GODS | GIANNOPOULOU, Z. | An overview of the main myths of the gods of the ancient Greeks and Romans and their influence in contemporary and later literature and art. Includes readings from both ancient and modern sources. (IV) |
| CLASSIC 99 | SPEC STDS:CLASSICS | STAFF | Lower-division level independent research with Classics faculty. Repeatability: May be repeated for credit unlimited times. |
| CLASSIC 140 | KUSHAN ART AND ARCH | CANEPA, M. | This course will explore the art and archaeology of the eastern Iranian world and northern India under the Kushan Empire (ca. 1st century BCE - 375 CE). The Kushan dynasty founded one of the largest and most powerful empires in the ancient world, which encompassed present-day Uzbekistan, Tajikistan, Afghanistan, Pakistan and northern India. The course will begin by exploring earlier developments under the Achaemenids, Seleucids, Indo-Greeks, Scythians and Parthians in the region. It will then track the ruling dynasty's early roots in Central Asia as the nomadic Yuezhi tribal confederacy moved into Bactria and established a trans-Hindu Kush empire. The course will consider how the Kushans selectively engaged earlier Persian and Hellenistic royal, visual and architectural traditions in building their empire. We will also consider the development of the 'Greco-Buddhist' art of Gandhara and east-west exchanges on the Eurasian land routes (aka the Silk Road) and the role the dynasty played in shaping or leveraging them. |
| CLASSIC 166 | MUSSOLNI,FACSM,ROME | ZISSOS, P. | This course will examine the fascist regime established by Benito Mussolini in Italy in the 1920s, which would prove a key inspiration for other movements, most notoriously that of Adolf Hitler in Germany. The rise of Italian fascism will be explored in both the national and international contexts of the early twentieth century. Particular attention will be paid to Mussolini’s extensive use of the legacy of Ancient Rome in Fascist propaganda and visual imagery. Through a program of archaeological excavations and exhibitions, through architecture and cinema, he cast the ancient Romans not merely as the ancestors of the Italians, but also as models of imperialist ambition and political organization. Indeed, the very word ‘fascism’ derives from Latin fasces, the symbol of the power of magistrates in the Ancient Roman Republic, and points to the Classical inspiration underwriting Mussolini’s movement. This course will be conducted in English. No knowledge of Italian or Latin is required. |
| CLASSIC 170 | ENVRNMENT IN ANTQTY | GIANNOPOULOU, Z. | This course aims to raise questions about the prospects and challenges involved in bringing ancient Greek and Roman culture into dialogue with ecocritical approaches and perspectives. Although there is a risk of anachronism in ascribing environmental consciousness to the Greeks and Romans, ancient accounts of the relations between humans and the environment resonate with prominent ecocritical themes, such as challenges to the anthropocentric thinking about distinctions between human and more/other-than-human agency and the relative ease with which ancient literature tends to combine local and global perspectives. Our approach will be twofold: (1) using a textbook as a map, we will discuss the most important problems faced by the Greeks and Romans: deforestation and overgrazing; erosion of the land; destruction of the wildlife; pollution of air, land, and water; warfare; depletion of resources; agricultural decline; and urban problems such as water supply and sewage disposal. All these problems will be considered in the context of the ancient Mediterranean basin with its specific configuration of city and countryside. They will also be connected to the belief- and value-systems that generated them, ranging from a worshipful attitude toward nature to the desire for prudent use to greed and wasteful exploitation. (2) We will supplement the textbook with select articles on issues pursued in ecocriticism and environmental activism, such as dark ecology, deep time, emotions/affect and the environment, material ecology, and narratives of ecological decline. Our aim will be to think critically about the ancients’ attitude to the environment from the standpoint of contemporary eco-approaches. Grading: class participation in small groups; three 500-word writing assignments (one or two of them may be replaced by creative projects); one take-home exam; and one final reflective piece (~1,500 words) |
| CLASSIC 280 | INDEPENDENT STUDY | ZISSOS, P. | |
| CLASSIC 280 | INDEPENDENT STUDY | PANTELIA, M. | |
| CLASSIC 280 | INDEPENDENT STUDY | KARANIKA, A. | |
| CLASSIC 280 | INDEPENDENT STUDY | GIANNOPOULOU, Z. | |
| CLASSIC 280 | INDEPENDENT STUDY | STAFF | |
| CLASSIC 290 | RESEARCH IN CLASSIC | ZISSOS, P. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | PANTELIA, M. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | KARANIKA, A. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | STAFF | |
| CLASSIC 290 | RESEARCH IN CLASSIC | GIANNOPOULOU, Z. | |
| CLASSIC 399 | UNIVERSITY TEACHING | SNYDER, R. | |
| CLASSIC 399 | UNIVERSITY TEACHING | GIANNOPOULOU, Z. | |
| CLASSIC 399 | UNIVERSITY TEACHING | LE VINE, M. |