Achievements of Alexander the Great, their effect on Greek-speaking world. Greek colonization of Egypt. Hellenistic art, literature, philosophy.

The Roman Empire. "Silver Age" of Latin literature, rise of Christianity. Art/architecture.

Archaeology is the study of humans in the past, primarily through the material remains they left behind. It seeks to answer fundamental questions, such as ?When did humans first become dependent on fire??, ?What factors led to the development of agriculture??, or ?How can we explain the rise and fall of early civilizations?? The study of each of these big questions relies on answering many small questions that are asked in the context of archaeological excavations and laboratory analyses. A common theme underlies them: archaeology aims to reconstruct and understand why past human cultures changed. The goal of this class is to provide an understanding of the methods and techniques used by archaeologists in their investigations. It includes not only hands-on learning of specific analytical techniques, such as faunal and lithic analysis as well as site survey and excavation strategies, but also focuses on the theoretical approaches that guide the questions we ask and the methods we apply to answer them. This class, therefore, prepares students for more upper-level classes in archaeology. It also leads to a new way of thinking. This way of thinking is primarily critical and analytical. It leads one to think about how data are interpreted, and how theoretical frameworks as well as innate biases color these interpretations. Seeking solutions to interpretive problems requires the creative application of multidisciplinary approaches. Therefore, the study of archaeology leads to a new way of thinking about and doing science.

This course explores ancient Rome?s transformation from a democratic republic to an autocratic empire and the considerable implications this crucial shift has had for world history. It examines the fall of the Roman republic and the rise of Rome?s first emperor Augustus along with the vast cultural transformations in this age of revolution. Major issues include: Augustan art, architecture, and literature; political ideologies, propaganda, and resistance; gender, sexuality, and the family; Rome and Egypt, colonialism and cultural identity.

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

How did complex urban societies first develop? This course addresses this question in ten regions of the world including Maya Mesoamerica, Inca South America, Sumerian Near East, Shang Civilization in East Asia, and early Greece and Rome.

How did complex urban societies first develop? This course addresses this question in ten regions of the world, including Maya Mesoamerica, Inca South America, Sumerian Near East, Shang Civilization in East Asia and early Greece and Rome.

In this course, we will explore the theories and methods of historical archaeology ? such as material culture studies, landscape perspectives, archival, and oral historical interpretation - as a means of intervening in contemporary discussions of diversity in the United States. Historical archaeology can be a very effective means to challenge some of the standard American narratives about our diverse past. Our aim is to move beyond either a simplistic ethnic pluralism or the superficial ?melting pot? progressive history and instead grapple with the materiality of settler colonialism, white supremacy, and capitalism. In learning about this field, we will consider what has distinguished historical archaeology from American archaeology more broadly, and how those differences are parlayed into specific research strengths. This includes several themes: colonialism; the modern world and globalizing economies; intersectional identities (race and ethnicity, class, sex and gender, religion, age, ability/disability) and social movements; public memory and commemoration; landscapes and social space; citizenship and subjectivity. Although historical archaeology until recently has been restrictively defined as addressing the European-colonized New World, the discipline in the past twenty years has significantly broadened its scope and impact on the practice of archaeology as a whole. Throughout the course we will discuss these developments, and what directions archaeology may take in the future as a result. Course work includes both reading/discussion and learning methods through practical exercises, and handling of archaeological material.

In this course, we will explore the theories and methods of historical archaeology ? such as material culture studies, landscape perspectives, archival, and oral historical interpretation - as a means of intervening in contemporary discussions of diversity in the United States. Historical archaeology can be a very effective means to challenge some of the standard American narratives about our diverse past. Our aim is to move beyond either a simplistic ethnic pluralism or the superficial ?melting pot? progressive history and instead grapple with the materiality of settler colonialism, white supremacy, and capitalism. In learning about this field, we will consider what has distinguished historical archaeology from American archaeology more broadly, and how those differences are parlayed into specific research strengths. This includes several themes: colonialism; the modern world and globalizing economies; intersectional identities (race and ethnicity, class, sex and gender, religion, age, ability/disability) and social movements; public memory and commemoration; landscapes and social space; citizenship and subjectivity. Although historical archaeology until recently has been restrictively defined as addressing the European-colonized New World, the discipline in the past twenty years has significantly broadened its scope and impact on the practice of archaeology as a whole. Throughout the course we will discuss these developments, and what directions archaeology may take in the future as a result. Course work includes both reading/discussion and learning methods through practical exercises, and handling of archaeological material.

This course will provide an introduction to the history of Greek art, architecture and archaeology from the formation of the Greek city states in the ninth century BCE, through the expansion of Greek culture across the Mediterranean and Asia in the Hellenistic period, to the coming of Rome in the first century BCE. While this survey concentrates on the main developments of Greek art, an important sub-theme of this course this is the changes Classical visual culture underwent as it served non-Greek peoples, including the role it played for Alexander and his successors in forging multiethnic, globally minded empires in Western, Central and South Asia. No background in the time period or discipline is expected and therefore this class will also serve as an introduction to interdisciplinary study of art history and the classical world. A number of art historical methodologies will be introduced in order to not only give students a useful background in art history but to give them the tools to think as art historians and incorporate related visual and textual evidence meaningfully into their writing.

This course will provide an introduction to the history of Greek art, architecture and archaeology from the formation of the Greek city states in the ninth century BCE, through the expansion of Greek culture across the Mediterranean and Asia in the Hellenistic period, to the coming of Rome in the first century BCE. While this survey concentrates on the main developments of Greek art, an important sub-theme of this course this is the changes Classical visual culture underwent as it served non-Greek peoples, including the role it played for Alexander and his successors in forging multiethnic, globally minded empires in Western, Central and South Asia. No background in the time period or discipline is expected and therefore this class will also serve as an introduction to interdisciplinary study of art history and the classical world. A number of art historical methodologies will be introduced in order to not only give students a useful background in art history but to give them the tools to think as art historians and incorporate related visual and textual evidence meaningfully into their writing.

Introduction to history of Roman art, from formation of city-state of Rome under Etruscan domination, to transformation of visual culture in late antiquity under peoples influenced by the Romans.

Introduction to art and material culture of Roman world: origin, change, continuity. Progress/decay in later empire, its legacy to modern world.

This course will provide students with foundational knowledge in the art, architecture, and archaeology of Egypt, East Africa, Asia Minor, Mesopotamia, Iran and Central Asia from the Neolithic through Late Antiquity (ca. 7,000 B.C.E. - 650 C.E.). Students will gain an understanding of the relationship between the visual material and the social, intellectual, political, and religious contexts in which it developed and functioned. In this regard, students will also gain an understanding of the evolution of, and exchanges and differences among, the visual cultures of these time periods and regions. It will also expose them to the preconditions for contemporary geopolitics in the region.

This course will provide students with foundational knowledge in the art, architecture, and archaeology of Egypt, East Africa, Asia Minor, Mesopotamia, Iran and Central Asia from the Neolithic through Late Antiquity (ca. 7,000 B.C.E. - 650 C.E.). Students will gain an understanding of the relationship between the visual material and the social, intellectual, political, and religious contexts in which it developed and functioned. In this regard, students will also gain an understanding of the evolution of, and exchanges and differences among, the visual cultures of these time periods and regions. It will also expose them to the preconditions for contemporary geopolitics in the region.

This course will provide students with foundational knowledge in the art, architecture and archaeology of Egypt, East Africa, Asia Minor, Mesopotamia, Iran and Central Asia from the Neolithic through Late Antiquity (ca. 7,000 B.C.E. - 650 C.E.). Students will gain an understanding of the relationship between the visual material and the social, intellectual, political and religious contexts in which it developed and functioned. In this regard, students will also gain an understanding of the evolution of, and exchanges and differences among, the visual cultures of these time periods and regions. It will also expose them to the preconditions for contemporary geopolitics in the region.

Achievements of Alexander the Great, their effect on Greek-speaking world. Greek colonization of Egypt. Hellenistic art, literature, philosophy.

The Roman Empire. "Silver Age" of Latin literature, rise of Christianity. Art/architecture.

This course explores ancient Rome?s transformation from a democratic republic to an autocratic empire and the considerable implications this crucial shift has had for world history. It examines the fall of the Roman republic and the rise of Rome?s first emperor Augustus along with the vast cultural transformations in this age of revolution. Major issues include: Augustan art, architecture, and literature; political ideologies, propaganda, and resistance; gender, sexuality, and the family; Rome and Egypt, colonialism and cultural identity.

Evidence for Ancient Greek and Roman ideas about sexuality and gender roles. The methodologies by which it is analyzed. Norms of writing about ancient culture, gender, and sexuality.

Development of large-scale public entertainments in ancient Mediterranean world, from athletic contests of Olympia and dramatic festivals of Athens to chariot races and gladiatorial games of Roman Empire. Wider significance of these spectacles in their impact on political, social, and economic life of the societies that supported them.

Development of large-scale public entertainments in ancient Mediterranean world, from athletic contests of Olympia and dramatic festivals of Athens to chariot races and gladiatorial games of Roman Empire. Wider significance of these spectacles in their impact on political, social, and economic life of the societies that supported them.

Greek religion from the Bronze Age to Hellenistic times. Sources include literature, art, and archaeology. Homer and Olympian deities, ritual performance, prayer/sacrifice, temple architecture, death and the afterlife, mystery cults, philosophical religion. Near Eastern salvation religions.

Greek religion from Bronze Age to Hellenistic times. Literature, art, archaeology. Homer/Olympian deities. Ritual performance, prayer, sacrifice. Temple architecture. Death/afterlife. Mystery cults. Philosophical religion. Near Eastern salvation religions. Meets with 3071.

Greek religion from the Bronze Age to Hellenistic times. Literature, art, archaeology. Homer/Olympian deities. Ritual performance, prayer, sacrifice. Temple architecture. Death/afterlife. Mystery cults. Philosophical religion. Near Eastern salvation religions. Meets with 3171.

Greek religion from Bronze Age to Hellenistic times. Literature, art, archaeology. Homer/Olympian deities. Ritual performance, prayer, sacrifice. Temple architecture. Death/afterlife. Mystery cults. Philosophical religion. Near Eastern salvation religions. Meets with 3071.

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

The Hebrew Bible and Old Testament are literary collections that modern Jewish and Christian traditions maintain as important, but these collections were initially produced by ancient Israelite scribes who composed and/or compiled the biblical texts at particular time periods in the ancient Near East. This course will introduce the academic study of biblical texts, which demands critical analysis of the literature and an openness to reading the literature from the perspective of ancient Israelite writers (who lived in a world far different from today). The course will spend considerable time on the literary (and scribal) composition of biblical prose texts; time will also be spent on the historical circumstances of biblical prophets and other writers of the biblical texts. This course will only address the ancient setting of the biblical texts and not re-interpretations in Jewish or Christian traditions. Given the scope of the course, modern interpretations of the biblical literature will not be discussed; we will only focus on this literature in its ancient setting. prereq: Knowledge of Hebrew not required

Introduction to Dead Sea Scrolls and Qumran. Contents of Dead Sea Scrolls, significance for development of Bible. Background of Judaism and Christianity. Archaeological site of Qumran. Open to graduate students across the college; knowledge of classical Hebrew will not be required. The course is open to upper level undergraduate students with permission of the instructor.

Introduction to Dead Sea Scrolls and Qumran. Contents of Dead Sea Scrolls, significance for development of Bible. Background of Judaism and Christianity. Archaeological site of Qumran. The course will focus on the material in translation and academic scholarship on the literature and archaeological site. Open to graduate students across the college; knowledge of classical Hebrew will not be required. The course is open to upper level undergraduate students with permission of the instructor.

Beliefs, attitudes, and behaviors related to death and the afterlife found in the cultures of the ancient Mediterranean and Near East. Literature, funerary art/epitaphs. Archaeological evidence for burial practices and care of dead.

Beliefs, attitudes, and behaviors related to death and afterlife found in cultures of ancient Mediterranean and Near East. Literature, funerary art/epitaphs. Archaeological evidence for burial practices and care of dead.

Archaeology is the study of humans in the past, primarily through the material remains they left behind. It seeks to answer fundamental questions, such as ?When did humans first become dependent on fire??, ?What factors led to the development of agriculture??, or ?How can we explain the rise and fall of early civilizations?? The study of each of these big questions relies on answering many small questions that are asked in the context of archaeological excavations and laboratory analyses. A common theme underlies them: archaeology aims to reconstruct and understand why past human cultures changed. The goal of this class is to provide an understanding of the methods and techniques used by archaeologists in their investigations. It includes not only hands-on learning of specific analytical techniques, such as faunal and lithic analysis as well as site survey and excavation strategies, but also focuses on the theoretical approaches that guide the questions we ask and the methods we apply to answer them. This class, therefore, prepares students for more upper-level classes in archaeology. It also leads to a new way of thinking. This way of thinking is primarily critical and analytical. It leads one to think about how data are interpreted, and how theoretical frameworks as well as innate biases color these interpretations. Seeking solutions to interpretive problems requires the creative application of multidisciplinary approaches. Therefore, the study of archaeology leads to a new way of thinking about and doing science.

Have you ever wondered how archaeologists interpret the vast amount of archaeological evidence from the British Isles, one of the most studied and best documented parts of the world? And how do archaeologists and governmental agencies protect the heritage of Britain, from major monuments such as Stonehenge, Roman forts, and Shakespeare?s theaters, to the minor products of craft industries such as personal ornaments and coins? This course teaches you about the archaeology of the British Isles, in all of its aspects. You learn how archaeologists study the changing societies of Britain and Ireland, from the first settlers about a million years ago to modern times. You learn about the strategies that public institutions employ to preserve and protect archaeological sites, and about the place of archaeology in tourism in the British Isles and in the formation of identities among the diverse peoples of modern Britain.

Ceramics as material, technology, and cultural/social trace. Methods of assessing technology/use. Research, design, and interpretation of ceramic analyses. Students work with collections and propose/answer a research question about a ceramic assemblage. Readings, discussion. prereq: 3001 or instr consent

How did complex urban societies first develop? This course addresses this question in ten regions of the world including Maya Mesoamerica, Inca South America, Sumerian Near East, Shang Civilization in East Asia, and early Greece and Rome.

How did complex urban societies first develop? This course addresses this question in ten regions of the world, including Maya Mesoamerica, Inca South America, Sumerian Near East, Shang Civilization in East Asia and early Greece and Rome.

How archaeologists analyze/interpret artifacts to develop knowledge about formation of European society, from earliest evidence of human occupation to Roman period.

How archaeologists/historians analyze/interpret artifacts to develop knowledge about formation of European society, from earliest evidence of human occupation to Roman Period. Interpreting archaeological evidence from specific sites to understand broad trends in human past.

How archaeologists analyze/interpret artifacts to develop knowledge about formation of European society, from earliest evidence of human occupation to Roman period.

In this course, we will explore the theories and methods of historical archaeology ? such as material culture studies, landscape perspectives, archival, and oral historical interpretation - as a means of intervening in contemporary discussions of diversity in the United States. Historical archaeology can be a very effective means to challenge some of the standard American narratives about our diverse past. Our aim is to move beyond either a simplistic ethnic pluralism or the superficial ?melting pot? progressive history and instead grapple with the materiality of settler colonialism, white supremacy, and capitalism. In learning about this field, we will consider what has distinguished historical archaeology from American archaeology more broadly, and how those differences are parlayed into specific research strengths. This includes several themes: colonialism; the modern world and globalizing economies; intersectional identities (race and ethnicity, class, sex and gender, religion, age, ability/disability) and social movements; public memory and commemoration; landscapes and social space; citizenship and subjectivity. Although historical archaeology until recently has been restrictively defined as addressing the European-colonized New World, the discipline in the past twenty years has significantly broadened its scope and impact on the practice of archaeology as a whole. Throughout the course we will discuss these developments, and what directions archaeology may take in the future as a result. Course work includes both reading/discussion and learning methods through practical exercises, and handling of archaeological material.

In this course, we will explore the theories and methods of historical archaeology ? such as material culture studies, landscape perspectives, archival, and oral historical interpretation - as a means of intervening in contemporary discussions of diversity in the United States. Historical archaeology can be a very effective means to challenge some of the standard American narratives about our diverse past. Our aim is to move beyond either a simplistic ethnic pluralism or the superficial ?melting pot? progressive history and instead grapple with the materiality of settler colonialism, white supremacy, and capitalism. In learning about this field, we will consider what has distinguished historical archaeology from American archaeology more broadly, and how those differences are parlayed into specific research strengths. This includes several themes: colonialism; the modern world and globalizing economies; intersectional identities (race and ethnicity, class, sex and gender, religion, age, ability/disability) and social movements; public memory and commemoration; landscapes and social space; citizenship and subjectivity. Although historical archaeology until recently has been restrictively defined as addressing the European-colonized New World, the discipline in the past twenty years has significantly broadened its scope and impact on the practice of archaeology as a whole. Throughout the course we will discuss these developments, and what directions archaeology may take in the future as a result. Course work includes both reading/discussion and learning methods through practical exercises, and handling of archaeological material.

This course will provide an introduction to the history of Greek art, architecture and archaeology from the formation of the Greek city states in the ninth century BCE, through the expansion of Greek culture across the Mediterranean and Asia in the Hellenistic period, to the coming of Rome in the first century BCE. While this survey concentrates on the main developments of Greek art, an important sub-theme of this course this is the changes Classical visual culture underwent as it served non-Greek peoples, including the role it played for Alexander and his successors in forging multiethnic, globally minded empires in Western, Central and South Asia. No background in the time period or discipline is expected and therefore this class will also serve as an introduction to interdisciplinary study of art history and the classical world. A number of art historical methodologies will be introduced in order to not only give students a useful background in art history but to give them the tools to think as art historians and incorporate related visual and textual evidence meaningfully into their writing.

This course will provide an introduction to the history of Greek art, architecture and archaeology from the formation of the Greek city states in the ninth century BCE, through the expansion of Greek culture across the Mediterranean and Asia in the Hellenistic period, to the coming of Rome in the first century BCE. While this survey concentrates on the main developments of Greek art, an important sub-theme of this course this is the changes Classical visual culture underwent as it served non-Greek peoples, including the role it played for Alexander and his successors in forging multiethnic, globally minded empires in Western, Central and South Asia. No background in the time period or discipline is expected and therefore this class will also serve as an introduction to interdisciplinary study of art history and the classical world. A number of art historical methodologies will be introduced in order to not only give students a useful background in art history but to give them the tools to think as art historians and incorporate related visual and textual evidence meaningfully into their writing.

Introduction to history of Roman art, from formation of city-state of Rome under Etruscan domination, to transformation of visual culture in late antiquity under peoples influenced by the Romans.

Introduction to art and material culture of Roman world: origin, change, continuity. Progress/decay in later empire, its legacy to modern world.

This course will provide students with foundational knowledge in the art, architecture, and archaeology of Egypt, East Africa, Asia Minor, Mesopotamia, Iran and Central Asia from the Neolithic through Late Antiquity (ca. 7,000 B.C.E. - 650 C.E.). Students will gain an understanding of the relationship between the visual material and the social, intellectual, political, and religious contexts in which it developed and functioned. In this regard, students will also gain an understanding of the evolution of, and exchanges and differences among, the visual cultures of these time periods and regions. It will also expose them to the preconditions for contemporary geopolitics in the region.

This course will provide students with foundational knowledge in the art, architecture, and archaeology of Egypt, East Africa, Asia Minor, Mesopotamia, Iran and Central Asia from the Neolithic through Late Antiquity (ca. 7,000 B.C.E. - 650 C.E.). Students will gain an understanding of the relationship between the visual material and the social, intellectual, political, and religious contexts in which it developed and functioned. In this regard, students will also gain an understanding of the evolution of, and exchanges and differences among, the visual cultures of these time periods and regions. It will also expose them to the preconditions for contemporary geopolitics in the region.

This course will provide students with foundational knowledge in the art, architecture and archaeology of Egypt, East Africa, Asia Minor, Mesopotamia, Iran and Central Asia from the Neolithic through Late Antiquity (ca. 7,000 B.C.E. - 650 C.E.). Students will gain an understanding of the relationship between the visual material and the social, intellectual, political and religious contexts in which it developed and functioned. In this regard, students will also gain an understanding of the evolution of, and exchanges and differences among, the visual cultures of these time periods and regions. It will also expose them to the preconditions for contemporary geopolitics in the region.

What happens when two cultures meet? How do different cultures shape and influence each other? In this course we'll examine how the diverse cultures of the Ancient Eurasian world became entangled with one another through the material remains they left behind. We'll use a variety of tools and techniques to analyze and interpret material objects, spaces and art? from the Egyptians and Sassanians, to the Romans and Qin and Han dynasties. Uncover a more nuanced and inclusive understanding of how these ancient cultures changed their ideologies, iconographies, and modes of representation through trade networks, political alliances, and colonial enterprise.

What happens when two cultures meet? How do different cultures shape and influence each other? In this course we'll examine how the diverse cultures of the Ancient Eurasian world became entangled with one another through the material remains they left behind. We'll use a variety of tools and techniques to analyze and interpret material objects, spaces and art? from the Egyptians and Sassanians, to the Romans and Qin and Han dynasties. Uncover a more nuanced and inclusive understanding of how these ancient cultures changed their ideologies, iconographies, and modes of representation through trade networks, political alliances, and colonial enterprise.

Field excavation, survey, and research. Intensive training in excavation techniques, recordation, analysis, and interpretation of archaeological materials or prehistoric remains. prereq: instr consent

Plant remains, material culture, faunal remains, human osteology. Emphasizes lab experience. Instructor consent required. prereq: instr consent

Hands-on experience in replication of prehistoric stone tools, as basis for archaeological analysis and as art form in itself.

Hands-on training in techniques of advanced stone tool production, artifact reproduction, and lithic experimental design for academic/artistic purposes. prereq: [3008 or 5269] or instr consent

How archaeologists reconstruct past societies, diets, and environments. Bones and bone fragments to skeletal element (e.g., femur, humerus, tibia), side, age, and taxon (e.g., horse, bison, antelope, hyena). Adaptations and functional morphology of animals¿ anatomy. Tool marks, tooth marks, burning, and types of bone breakage. Past societies' hunting, sharing, cooking practices as well as environmental reconstruction using vertebrates.

How archaeologists reconstruct the past through the study of animal bones associated with artifacts at archaeological sites. Skeletal element (e.g., humerus, femur, tibia), and taxon (e.g., horse, antelope, sheep, bison, hyena) when confronted with bone. Comparative collection of bones from known taxa.