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)
424/Hist. of Art 424. Archaeology of the Roman Provinces. Class. Arch. 221 or 222; or permission of instructor. (3). (HU).
The course will summarize and examine some of the most recent archaeological work which contributes to our knowledge of Roman economic and social history. The approach will not be chronological or geographical; instead, it will take major themes which serve to illustrate new methodologies and new approaches to various aspects of Roman provincial archaeology. The major themes are: (1) methods of studying sites (e.g., field survey, aerial photography, geophysical applications, rescue archaeology, underwater archaeology, full-scale excavation); (2) metals, technology and trade (e.g., mining, marble quarrying and trade, aqueducts, manufactured metal products, pottery manufacture and trade); (3) cemeteries and skeletal remains (e.g., demographics, scientific applications to skeletal remains, skeletons in art); (4) the environment (animal bones, paleobotanical remains, gardens); and (5) special subjects (baths, writing tablets, epigraphy, architectural reconstructions, the relationship between workshop and customer). Finally, two model publications (one urban, one rural) will be examined. There will be two midterms (each 50 minutes) and one final exam. It is recommended that students already have taken a course in Roman archaeology and/or Roman history before signing up. (Humphrey)
435/Hist. of Art 435. The Art and Archaeology of Asia Minor. Hist. of Art 101 or permission of instructor. (3). (HU).
The course will examine the art and archaeology of the Hittites, Phrygians, Lydians, Greeks, and Romans in Asia Minor. Town planning, urbanization, architecture, sculpture, and vasepainting will be followed, and intercultural connections and influences will be identified. The process of Hellenization will be one focus of attention, and Romanization will be another. An hour exam at midterm, and a 10-20 page paper will be required. (Pedley)
534/Hist. of Art 534. Ancient Painting. Hist. of Art 101 and either Class. Arch. 221 or 222; or permission of instructor. (3). (HU).
See History of Art 534. (Gazda)
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. (Knudsvig)
102. Elementary Greek. Greek 101. No credit granted to those who have completed 103 or 310. (4). (FL).
Greek 102 is being offered in the Fall Term of the 1988-89 school year as well as in the Winter Term. It is the second term of Elementary Greek. The study of morphology, syntax, and semantics will be completed. There will be reading selections from Plato's LYSIS and other authors. Students who have not taken Greek 101 or Greek 103 in the Winter of 1988 should consult the instructor, Professor Seligson. (Seligson)
300(104). Intensive Greek II. Greek 103 or equivalent. No credit to those who have completed Greek 102 or equivalent. (6). (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. (Hinds)
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, 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. (Rosenmeyer)
401. Readings in Classical Greek Prose. Greek 302 or permission of instructor. (3). (HU). May be repeated for a total of nine credits.
The course will have two one-and-one-half-hour meetings a week, the first devoted to translation, the second to interpretation. Readings will include two books of Thucydides' HISTORY in Greek and the whole work in English. Other relevant material (inscriptions, other historians, and select plays) will also be read in English. The course requirements will be a midterm, final, and a final paper of about ten pages. The course is intended to serve as an introduction to Greek historiography and the history of the Fifth Century B.C. Special arrangements will be made for graduate students, who should elect the course as Greek 511. Undergraduates must have completed Greek 302 or have the permission of the instructor to enroll. (Potter)
501. Special Reading Course in Greek. First-year graduate student or permission. (3). (HU).
This course aims at rapid improvement of students' ability to read Greek of all kinds with both speed and accuracy. Both sight reading and homework assignments are drawn from a variety of authors, both poetry and prose, depending on the particular needs of students. Composition exercises provide a review of important points of grammar. Students are evaluated on the basis of class recitation, written assignments, and an examination. The course is intended primarily for graduate students in Classical Studies and Classical Art and Archaeology, but is open to others with at least two years of Greek (please consult instructor or department chair before enrolling).
557. Philodemus. Upper-level concentrator or graduate standing. (3). (Excl).
In this course we will review aspects of ancient literary criticism - a post-Aristotelian perspective (the writings of Philodemus of Gadara "On Poems"). Students who enroll must have graduate standing, or approval of the instructor. The class meeting time will be arranged in September. (Porter)
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 2016 Angell Hall, 764-0360, or contact Professor Knudsvig 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/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. 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/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. 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 upperlevel Latin courses as soon as possible. This first term course covers elementary grammar and syntax. (Ross and Humphrey)
221. Intensive Review 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. (Witke)
401. Republican Prose. Latin 301 or 302 or permission of instructor. (3). (HU). May be repeated for a total of 9 credits.
This course will deal with the surviving works of the late Republican historian Sallust. Accurate translation of Sallust's Latin, which is at times rather peculiar, will be the first goal. However, as time permits, the class will be drawn into discussions of Sallust's aims as an historian and his approach to history, as well as the historical problems he chose to cover. I anticipate that, besides the final examination, there will be one midterm exam and one paper. (Frier)
409. Augustan Poetry. Latin 301 or 302 or permission of instructor. (3). (HU). May be repeated for a total of 9 credits.
Continuing to build on the student's increased capacity to read Latin, this course explores the literary form of the Augustan love elegy. Texts by Propertius, Tibullus, and Ovid will be read with a view to their literary, aesthetic, and cultural contexts. Translation and review of grammar and syntax of the Latin language will be stressed. Hour examination, final examination. (Witke)
421/Education D421. Teaching of Latin. Junior standing in Latin and permission of instructor. I: (3); III b: (2). (Excl).
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 or senior standing, and permission of instructor. (3). (Excl).
In the Fall Term, 1988, 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)
510. The Plays of Plautus. Latin 401 or equivalent. (3). (HU).
This course will present two plays of Plautus (RUDENS, and either MOSTELLARIA or AMPHITRYO) for translation and discussion. We will focus on close readings, but topics of special interest will also include the language of Roman Comedy, the depiction of marginal social groups (slaves, women, foreigners), and the development of the genre against the backgrounds of its Greek models. Students are expected to read in secondary sources as well as the rest of the Plautine corpus in translation; there will be in-class reports, one translation exam, and a final paper. (Rosenmeyer)
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. Literature read includes THE ILIAD and THE ODYSSEY of Homer; selected lyric poetry; selected tragedies of Aeschylus, Sophocles, and Euripides; selected comedies of Aristophanes; selections from the historians Herodotus and Thucydides; and selected philosophical writings of Plato. The readings average about 90 pages per week. There will be a midterm, two 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)
320. Individual and Tyranny (the Early Roman Empire). (1). (HU).
In a few short years the government of Rome turned from a Republic, in which power was balanced carefully between Senate and People, into a dictatorship, in which absolute power was in the hands of the emperor: increasing political instability of the last century of the Republic led inevitably (it seems to us) to the concentration of power in the hands of Julius Caesar and his successors, Augustus Caesar, Tiberius, Caligula, Claudius, and Nero (the Julio-Claudian emperors); but to Roman citizens of the time the transition was hardly perceptible, and then was inexplicable. Tiberius retained (so it seemed then) the forms of balanced powers inherited from Augustus, but by Nero's death in 54 AD one man controlled all, and the world was subject to his whims and vices. This course will trace this transformation and will ask how it happened and how it was perceived by Romans at the time and later, when it had become clear that a constitutional government had been replaced by a reign of terror, a tyranny of madmen, a total inversion of political and moral values. We will concentrate on the figures and reigns of Tiberius and Nero, the inception and the finality, and will read Tacitus, Suetonius, and Petronius – three very different participants and observers. Our focus will be neither historical nor political, but rather will be on the individual citizen in an evolving tyranny: what did he know of what was happening, or what could he have known and realized? and what could he do, when action was a futile gesture, leading only to his death? There will be a final exam (of approximately one hour and a half) and a short paper. (Ross)
342. Sexuality and Sexual Stereotype in Greek and Roman Culture. (3). (HU).
The main aim of this course will be to consider how sexuality is constructed in the literature of the Greeks and the Romans. The course load will consist of readings of key Greek and Latin texts in translation: e.g., Sappho, Catullus, Sulpicia (personal erotic poetry); Ovid, ART OF LOVE (didactic elegy); Euripides, HIPPOLYTUS (tragedy); Terence, EUNUCH (comedy); Ovid, METAMORPHOSES (epic); Longus, DAPHNIS AND CHLOE (romance); Herodotus (history and ethnography). Some works will be read in their entirety, others will be excerpted. There will be a rough alternation between two kinds of lecture: (1) 'Reading' lectures, in which major literary texts such as the above will be reviewed and analysed; and (2) 'Content' lectures, in which these texts will be placed in their broader cultural contexts. This latter kind of lecture will involve discussion of social history, anthropology, medicine, visual art (with slides), religion. The course will deal with manifestations in literature of sexual stereotype and role-reversal; the power-relations of gender; homosexuality and heterosexuality; virginity and prostitution; sexuality and violence. The myth of the Amazon will be considered. The course will also look at various ways in which more recent cultures, including our own, have interpreted Greek and Roman attitudes to sexuality. This will be strictly a lecture course, requiring a midterm, a final, and an eight-page paper. It may also be taken, with an extra writing assignment, for the ECB Junior/Senior requirement. Otherwise, the course is open to all undergraduates. No knowledge of Greek or Latin is needed. (Hinds)
372. Sports and Daily Life in Ancient Rome. (4). (HU).
The course is offered for four credits, of which three hours consist of lectures (often illustrated with slides) and the fourth hour a discussion section which meets every week for one hour at a time. Students select the discussion section which they wish to attend from among nine different section times which will be announced on the first day of class. In the discussions we read selections from ancient writers in translation and from recent scholarship on Roman history and society, which are made available in a course pack obtainable from AccuCopy at the corner of Maynard and East William. In the lectures we begin with some background on Roman religion and Roman history and then consider the different social classes and their lifestyles; the second half of the term deals with the major sports of chariot racing, gladiator fights, wild beast hunts, theatre performances, and activities at the baths. The grade will be based upon a midterm and a final examination and upon performance in discussion sections. (Potter)
388/Phil. 388. History of Philosophy: Ancient. One Philosophy Introduction. (4). (HU).
See Philosophy 388. (White)
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)
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