| Course | Title | Instructor | Description |
|---|
| CLASSIC 10 | SCIENTIFIC TERMINOL | STAFF | A study of English terms derived from Greek and Latin and important to contemporary medicine, science and other professions, with emphasis on the development of word-building skills. No prior knowledge of Greek or Latin required. The work is designed to aid undergraduates, particularly those in the sciences, in the development of their technical vocabulary. No prerequisites. |
| CLASSIC 36B | CLASSICAL GREECE | CLAXTON, C. | This Classical Civilization course is a survey of ancient Greece during the Late Archaic and Classical Periods. We will examine its main cultural achievements, especially those in the fields of literature, philosophy, historiography, and art. Special attention will be paid to these achievements as a reaction to the major historical events of the period and their overall cultural settings. We will also examine the development of democracy in Athens and contrast this with the political system in Sparta. Readings will include selections from the works of ancient authors such as Aeschylus, Sophocles, Euripides, Herodotus, Thucydides, Aristophanes, Plato and others. Quizzes, midterm, and final exam. Same as History 36B. |
| CLASSIC 37C | THE FALL OF ROME | BLUM, J. | This course will trace the ‘fall of Rome’ from the height of the Empire to the 5th century CE. The nature of Rome’s demise remains an open question – when did the collapse start, and what are the mechanisms that brought a powerful civilization to its end? Can we, in fact, assign a date to the end of the Empire? Accordingly, this course will consider the ‘fall of Rome’ in a continuum, looking first at the tensions and problems inherent in the structure of the Empire from its beginning, and tracing these through the Imperial period to the deposition of Romulus Augustulus, the last Roman Emperor, in 476 CE. The course will focus on the evolution of the Empire’s economy, political system, culture, and religious life, exploring how these different factors interact over time. Military and religious divisions, in particular, will play a central part in our discussion, as will Rome’s continual struggle to maintain her borders against the ever-present threat of barbarian invasion. |
| CLASSIC 45C | CLASSICAL MYTHOLOGY | GIANNOPOULOU, Z. | Classics 45C is the third part of the Classical Mythology series. This class will focus on a few important Greek myths, their interpretations, and the influence they have exerted on modern literature and film. We will use a standard textbook, as well as readings from ancient and modern works of literature. |
| CLASSIC 99 | SPEC STDS:CLASSICS | STAFF | |
| CLASSIC 160 | SOPHOCLES' PLAYS | GIANNOPOULOU, Z. | In this course we will read in English Sophocles' extant plays with a special focus on philosophical, ethical, political, and gender issues. We will study iconic characters, such as Oedipus, Antigone, Heracles, and Philoctetes, examining their heroism, assessing their pain, and looking at the solutions they find to their predicaments. We will consider questions such as: why should we care about these individuals? How does Sophocles manage both to mobilize our sympathy for another human being and to make us think? How does embodiment help or hinder our intellectual and affective stance? How do the socially disempowered or marginalized fare in his plays? The grade will be determined on the basis of a midterm, brief student presentations, and a 10-page paper (or an appropriate creative project). |
| CLASSIC 170 | ANCIENT ROME | MILES, M. | How did Rome become the center of the ancient world and how did the city itself reflect the leading role of Romans in the Mediterranean? We will study how Romans used art and architecture to project their hard-won power, to live comfortably, to dazzle vistors. Our focus is the city Rome, but we’ll consider too the well-preserved houses and villas in the Bay of Naples (Pompeii, Herculaneum, Stabiae)—Rome’s vacationland. The Romans made substantial contributions in sculptured and decorated arches and altars, wall-painting, buildings with soaring interiors, as well as the famous baths and amphitheaters. Fortunately ancient authors wrote a lot about the city, so we’ll read what they have to say what life was like. We will also consider the impact of Rome on the art of later periods, including representations of ancient Rome in painting and film. |
| CLASSIC 192B | SENIOR CAPSTONE | ZISSOS, P. | |
| CLASSIC 192B | SENIOR CAPSTONE | PANTELIA, M. | |
| CLASSIC 192B | SENIOR CAPSTONE | KARANIKA, A. | |
| CLASSIC 192B | SENIOR CAPSTONE | GIANNOPOULOU, Z. | |
| CLASSIC 192B | SENIOR CAPSTONE | CLAXTON, C. | |
| CLASSIC 280 | INDEPENDENT STUDY | JARRATT, S. | |
| CLASSIC 280 | INDEPENDENT STUDY | ZISSOS, P. | |
| CLASSIC 280 | INDEPENDENT STUDY | PORTER, J. | |
| CLASSIC 280 | INDEPENDENT STUDY | PANTELIA, M. | |
| CLASSIC 280 | INDEPENDENT STUDY | KARANIKA, A. | |
| CLASSIC 280 | INDEPENDENT STUDY | GIANNOPOULOU, Z. | |
| CLASSIC 280 | INDEPENDENT STUDY | CLAXTON, C. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | CLAXTON, C. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | GIANNOPOULOU, Z. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | KARANIKA, A. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | PANTELIA, M. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | PORTER, J. | |
| CLASSIC 290 | RESEARCH IN CLASSIC | ZISSOS, P. | |