221/Hist. of Art 221. Introduction to Greek Archaeology. (4). (HU).
This course surveys the history and art of Crete and Greece as revealed by archaeology from the third millennium through the 4th century B.C. In the prehistoric period, particular attention is given to architectural and ceramic developments as well as to the crosscurrent of trade and economic contacts among Asia Minor, Crete, and mainland Greece. Emphasis is also given to the impact archaeology has had on views and theories of history: the destructions of the civilizations of Crete and Troy, the end of the bronze age, the volcanic eruption of Thera. In the historic period, major artistic developments in architecture, sculpture, and painting are considered and special attention is given to social interpretations: temples as banks and monasteries; sculpture as dedication, decoration, and commemorative propaganda; architectural sculpture as realized myth. Discussions in the sections will concentrate on the historical background, archaeological field techniques, methods of dating and stratigraphy. The sections will meet in the Kelsey museum where it will be possible to work with the actual ancient artifacts recovered in University of Michigan excavations. There are two one-hour examinations and a final, as well as illustrated lectures and assigned readings. (Herbert)
421/History of Art 421. Art and Archaeology of the Ancient Near East. One previous art history, anthropology, or classical archaeology course recommended. (3). (HU).
See History of Art 421. (Root)
536/Hist. of Art 536. Hellenistic and Roman Sculpture. Hist. of Art 101 or Class. Arch. 222 or permission of instructor. (3). (HU).
See History of Art 536. (Gazda)
539/Hist. of Art 539. Greek Architecture. Hist. of Art 101 and Class. Arch. 330; or permission of instructor. (3). (HU).
This course is designed to acquaint the student with the chronological and stylistic development of the major forms of Greek architecture, sacred and secular, from the eighth through the second centuries B.C. The course will be divided into a series of units each treating a specific building type as it changed through time. Units will include the Doric temple, the Ionic temple, and other sacred building forms such as the treasury; the role of the stoa as an integrating architectural form of both sanctuary and city will be considered. The development of other key architectural forms – theater, bouleuterion, prytaneion, and other public building types – will also be covered. The organizational principles of larger architectural spaces in both city and sanctuary will also be discussed.
Courses in this division do not require a knowledge of Greek or Latin. They are intended for students who have not had time or opportunity to learn these languages but who wish to acquire knowledge of ancient literature, life, and thought, and of the debt modern civilization owes the Greeks and Romans.
101. Classical Civilization I: The Ancient Greek World (in English). (4). (HU).
This course serves as an introduction to the civilization of ancient Greece from its beginnings through the Hellenistic age. It is offered for students without a knowledge of Greek or Latin and also serves as a companion course for students in elementary Greek and Latin classes who wish to supplement their language learning. Lectures will trace the development of Greek literature and thought within the context of Greek society with special emphasis on Athens. Literature read includes The Iliad and The Odyssey of Homer; selections from Greek lyric poetry; selected tragedies of Aeschylus, Sophocles, and Euripides; selections from the historians Herodotus and Thucydides; and selected philosophical writings of Plato. The readings average about 120 pages per week. There will be a midterm, three papers, and a final examination. Freshmen Honors students in Honors sections will write enough to meet the Introductory Composition requirement. This course is the first of a two-term series. Classical Civilization 102 is offered in the Winter Term and represents an equivalent treatment of the civilization of ancient Rome. It is recommended that the course be taken as a sequence, but it is not required. (Scodel)
352. Greek and Latin Elements in English Vocabulary. (3). (HU).
Students will learn enough elements of Greek and Latin vocabulary, and enough principles of linguistics, to increase significantly their understanding of the etymology and form of English words. There will be two large lectures and one small group discussion section per week. Two textbooks plus an approved college level desk dictionary are required. The grade will be based upon homework assignments, frequent quizzes, four exams, and participation in discussion sections. (Knudsvig)
388/Phil. 388. History of Philosophy: Ancient. One Philosophy Introduction. (4). (HU).
See Philosophy 388. (N. White)
463. Greek Drama. (3). (HU).
The tragedies of Aeschylus, Sophocles, and Euripides are among the most important and durable legacies of the ancient world. The purpose of this course is to familiarize students with the works of the Greek dramatists as literary masterpieces and to set them into their religious, historical, and philosophical backgrounds. All the surviving plays will be read in translation, as well as some literary precursors (excerpts from Homer, the lyric poets) and philosophical critiques (selections from Plato and Aristotle) of Greek tragedy; for those who wish it, opportunities will be provided to explore the influence of selected Greek tragedies on later literatures. The course will meet three times a week and will consist of a mixture of lectures and discussions. For those students using this course to meet the Junior-Senior writing requirement, training and guidance will be provided in the writing of interpretations of literary texts and of more general essays. Students meeting the writing requirement will be responsible for five papers (for a total of 35 pages), a final examination, and occasional brief oral reports; for other students, the requirements will be a midterm and final examinations, a term paper (10-15 pages), and occasional brief oral reports. The required text is the set of Chicago translations of the Greek tragedians. (Most)
472. Roman Law. Not open to freshmen. (3). (HU).
This course acquaints students with the fundamental concepts of Roman private law, with their origin in the society and government of the High Roman Empire, and with their all-important influence in the development of Western European legal theory and institutions. The course aims primarily to meet the interests of undergraduates with a bent toward law as a profession, but it is open to all students (except freshmen). We will use a direct application of the American case-law method to the teaching of Roman law. Our basic text will be a series of actual problems from the Roman jurists, which we will discuss in class; only as the occasion demands will the instructor "fill in the gaps" with short lectures on other relevant legal material. Thus students should develop a feel for legal analysis and for the contribution made through such analysis by the Roman jurists; at the same time, students will learn Roman law in a form that will be directly relevant to future legal studies. Besides the handouts, one general introduction to Roman law (ca. 250 pages) will be required reading. There will be one hour test on material covered in class, in addition to the final examination; one paper (10 pages) will allow the student to analyze in detail a particular legal problem. (Frier)
473. Roman Decadence. (3). (HU).
This course surveys and analyzes the phenomenon of decadence in the Roman world from the beginnings of the Roman Empire to the fourth century. Works read (in English translations) include Vergil's Aeneid; Ovid; Petronius; Seneca; Juvenal; Apuleius; Augustine; and others. Areas of concern include literature, society, religion and philosophy as they undergo crisis and conflict in an age of anxiety. Hour examination, final examination. Lectures and discussions. (Witke)
101. Elementary Greek. (4). (FL).
In combination with Greek 102, this is the first half of a year-long introduction to ancient Greek and is designed to prepare students for the reading of Greek texts. Greek 101 concentrates on fifth-century B.C. Attic Greek which was the language of the "golden age" of Athens. The Greek language of that time and place represents a cultural and linguistic central point from which students can pursue their own interests within a wide range of Greek literature which extends from the Homeric epics to the Byzantine era and which includes the archaic, classical, and hellenistic periods as well as the koine Greek of the New Testament. The purpose of the course is to develop the fundamentals of the language so that these fundamentals can then be applied to whatever area of ancient Greek students wish to pursue. (Rickert and Most)
104. Intensive Elementary Greek II. Greek 103 or equivalent. No credit to those who have completed Greek 102 or equivalent. (5). (FL).
This course involves the continued study of Greek grammar, but the emphasis is now upon the rapid reading of Attic prose, usually Xenophon, early Plato, or Lysias. Students who complete this course will be prepared to enter Greek 302 in the Winter Term. (Rosenmeyer)
301. Second-Year Greek. Greek 102 or equivalent. (4). (FL).
This course is the first half of the second-year ancient Greek language sequence. It includes a grammar review, translation (primarily Plato), and analysis of ancient Greek texts. The primary purpose of the course is to prepare students for more and faster reading of Greek. It is followed by Greek 302 which is offered Winter Term. (Porter)
401. Readings in Classical Greek Prose. Greek 302 or permission of instructor. (3). (HU). May be repeated for a total of nine credits.
This course is designed primarily to teach students how to read ancient Greek with some speed and comprehension. The syllabus will be composed of prose writings. This year we will spend about two-thirds of the time on Lysias and the remaining one-third on selections from other orators. Requirements: weekly written translations, a final paper, midterm and final exams. (Rickert)
411. Advanced Greek Composition. Greek 410 or equivalent. (3). (Excl).
Students will work on their own translations from English, Latin, and Coptic texts (the latter made available in English translation) into idiomatically and stylistically correct classical Greek. (Koenen)
436. Herodotus. (3). (HU).
This course will focus primarily on Herodotus' method of composition in the Histories, including his interpretation of historical evidence, his patterns of story-telling, his use of myth and allegory, and the relationship between individual "digressions" and over-arching themes. We will supplement a careful reading of the Greek text by referring to a variety of secondary works. There will be a midterm examination and a 10-15 page paper. Prerequisites: at least two very good years of Greek; a reading knowledge of German will be helpful, but not absolutely necessary. (McCulloch)
520. Sophocles. Greek 402. (3). (HU).
Reading of representative tragedies of Sophocles, with special attention to problems of text, interpretation, and relation to Greek tragedy and society in general. Term paper; midterm and final examinations. (Vidal-Naquet)
Two convictions are basic to the Elementary Latin Program of the Department of Classical Studies: (1) it is possible for every able-minded person to master the basic facts of a foreign language and (2) the learning experience leading to such a mastery is a privilege that is very specifically human and ought to be most satisfying. Essential grammatical facts are taught, and a knowledge of these facts enables students to understand Latin written by the famous authors of the Golden Age. Students acquire a working vocabulary and demonstrate understanding of the reading by writing a readable translation. Since at least 50% of the vocabulary of an educated speaker of English is Latin in origin, English improves as Latin stems and derivatives are learned. The program normally takes four terms to complete. A placement test may be taken at the beginning or end of a term, and a student may succeed in placing out of one or more courses in the introductory sequence.
In the Elementary Latin Program, the department is offering Latin 101, 102, 193, 221, 231, and 232. Latin 101 (see below) is for students with no previous Latin. A placement examination will determine the appropriate course for other students who enter the elementary sequence. Students with questions about which course to elect are encouraged to visit the department office in 2014 Angell Hall, 764-0360, or the Elementary Latin Office in 2012 Angell Hall, 764-8297.
101. Elementary Latin. No credit granted to those who have completed 103, 193, or 502. (4). (FL).
All of the assigned tasks and exercises in Latin 101 are directed toward the reading and translation of Classical Latin and not toward writing or conversation. The course has as its primary objective the acquisition of a fundamental understanding of basic Latin grammar. The text for the course is Knudsvig, Seligson, and Craig, Latin for Reading. Latin 101 covers approximately the first half of this text. Course topics include the morphology and syntax of nouns, pronouns, and adjectives; conjunctions, adverbs, and prepositions; and such basic sentence kernel types as active, passive, linking, and factitive. Grading is based on quizzes, class participation, hour examinations, and a final.
102. Elementary Latin. Latin 101. No credit granted to those who have completed 193 or 502. (4). (FL).
All of the assigned tasks and exercises in Latin 102 are directed toward the reading and translation of Classical Latin and not toward writing or conversation. The course continues the presentation of the essentials of the Latin language as it covers the last half of Knudsvig, Seligson, and Craig, Latin for Reading. Course topics include the morphology and syntax of verbs, and indirect statements, questions, and commands. Extended reading selections from Plautus (comedy) and Eutropius (history) are introduced. Grading is based on class participation, quizzes, hour examinations, and a final.
193. Intensive Elementary Latin I. No credit granted to those who have completed 101, 102, 103 or 502. (4). (Excl).
This course is a rapid introduction to Latin and is intended for students with little or no prior Latin. Upperclass undergraduates in such fields as history, medieval or renaissance literature, or linguistics and who need to acquire a reading competence in Latin as quickly and as efficiently as possible should elect this course. So should other undergraduates who intend to continue the study of Latin and want a rapid introduction that enables them to take upper-level Latin courses as soon as possible. This first term course covers elementary grammar and syntax. (Ross and Rosenmeyer)
221. Continuation Course in Latin. Two or more units of high school Latin and assignment by placement test. No credit granted to those who have completed 193, 194, 231, or 503. (4). (FL).
All of the assigned tasks and exercises in Latin 221 are directed toward the reading and translation of Classical Latin and not toward writing or conversation. The text used is the same as that in Latin 101 and 102, and the course starts at the beginning of the book. A more rapid pace is maintained as 221 covers the material of 101 and 102. Grading is based on class participation, quizzes, hour examinations, and a final.
231. Introduction to Latin Prose. Latin 102 or 103. No credit granted to those who have completed 194, 222, or 503. (4). (FL).
This course reviews grammar as it introduces students to extended passages of classical Latin prose through selections from such authors of the first centuries B.C. and A.D. as Cicero, Caesar, Sallust, Livy, and Tacitus. Class discussions center upon the readings. Grading is based on class participation, quizzes, hour examinations, and a final.
232. Vergil, Aeneid. Latin 231 or 221. No credit granted to those who have completed 194, 222, or 503. (4). (FL).
The goal of this course is simple: to read extensive passages of Vergil's Aeneid, with comprehension and enjoyment. To the degree that there is mastery of the paradigm forms and the most common principal parts of irregular verbs the daily assignments will be made easier. Careful attention is paid to Vergil's style, the more common poetic features he employs, mythological references, and the relation of the text to the life and time of the Emperor Augustus. Three hour exams, a two-hour final, and regular participation in class will determine the course grade; there are no papers. In-class translation is followed by a discussion of the text under consideration that day. (Nissen)
301. Intermediate Latin. Latin 194, 222, 232 or equivalent. (3). (HU).
The primary goal of this course is to serve as an introduction to the study of Latin literature, and, through the literature, of Roman culture. Texts by major prose authors will be read with a view to their literary, historical, and political contexts. Translation, and review of morphology and syntax as needed, will be stressed.
401. Republican Prose. Latin 232 or the equivalent. (3). (HU). May be repeated for a total of 9 credits with permission of concentration adviser.
This course will deal with the early books of Livy's history of Rome; our purpose will be to improve students' abilities at reading and interpreting the Latin text. There will be one hour examination, a short paper, and a final exam. (Frier)
409. Augustan Poetry. Latin 232 or the
equivalent. (3). (HU). May be repeated for a total of 9 credits
with permission of concentration adviser.
THE ODES OF HORACE. This course is designed to introduce the student to a critical appreciation of the poetry of the Augustan age. This is a highly derivative poetry, rich with allusions to antecedent and contemporary literature. This Fall Term the focus will be on the Odes of Horace, the Augustan writer whose work most clearly delineates the lines of literary influence that link the Republic and the Augustan period together. Class discussions will center on matters of style, genre, and structure. There will be a paper and midterm and final exams. (Rickert)
421/Education D421. Teaching of Latin. Senior standing in Latin. I: (3); IIIb: (2). (HU).
A workshop-type course designed to provide prospective secondary and college teachers with the skills necessary to analyze structures and texts and to design instructional materials and class presentations. The course will also introduce the students to those aspects of descriptive linguistics that have practical application to teaching and learning Latin. (Knudsvig)
426. Practicum. Junior/senior standing. (3). (HU).
In the Fall Term, 1986, permission of the instructor is required to elect Latin 426. Students must submit a plan for a project related to the teaching of Latin. The course is designed primarily for students who wish to continue work begun in Latin 421. (Knudsvig)
453. Sallust. (3). (HU).
In this course we will discuss Sallust's approach to historia and historiography on the basis of detailed interpretation of the text. I anticipate that, besides the final examination, there will be one midterm exam and one 10-page paper. (Potter)
465. Latin Lyric Poetry. (3). (HU).
This course will examine the poetry of Catullus. Attention will be directed to the order in which the manuscript tradition presents the poems; their relationship to earlier poetry, both Greek and Latin; their style; and their susceptibility to various kinds of literary criticism, both ancient and modern. Hour and final examinations, and a short paper. Class translations and discussions. (Witke)
565. Aeneid. One advanced course in Latin or graduate standing. (3). (Excl).
Virgil's Aeneid will be read and discussed. (Ross)
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