In this course we will ask ourselves: why does ancient Rome refuse to go away? What is it about ancient Rome that has captured the imaginations of Shakespeare and the framers of the U.S. Constitution as well as HBO, Hollywood, and the video game industry? The course examines the world of ancient Rome from early Etruscan and eastern origins to the emergent Christian Rome of later antiquity. We will study the diverse mix of cultures in this vast multi-ethnic empire that spanned from the Near East and Africa to Europe. As we chart the rise of this ancient superpower, we will examine Roman imperialism, colonialism, and the dynamics of cultural identity. Through art, literature, and archeology we will explore politics, religions, slavery and social structures, gender and sexuality, sports and entertainment, economics and trade, as well as the rhythms of daily life.

Introduction to stories/study of Greek/Roman mythology.

Introduction to stories/study of Greek/Roman mythology. prereq: Honors or instr consent

Latin is the genesis of modern Romance languages and is foundational to science, law, religion, education, and philosophy. The study of Latin sharpens the mind and fuels the development of critical thinking and problem-solving skills. The Latin introductory sequence (1001/1002) will prepare you to read authentic, historical texts and will ground you in solid grammar and vocabulary. Developing your acumen in this essential ancient language will open the door to a wide range of classical, medieval, and Renaissance authors, playwrights, and poets.

Continuation of Latin 1001. More complex constructions, including participles, clauses, indirect discourse. Some reading of adapted passages from ancient texts. prereq: Grade of at least C- or S in 1001 or instr consent

Introduction to Latin prose authors of 1st centuries BCE/CE. Readings of continuous passages of unadapted Latin texts (history, speeches, letters). Review of grammar/vocabulary as needed. Some discussion of major themes/issues in Roman culture as illustrated by texts. prereq: Grade of at least C- or S in 1002 or 5001 or instr consent

Introduction to Roman epic poetry. Readings of selections from Vergil's Aeneid. Quantitative meter and poetic devices. Discussion of major themes and issues as developed in Vergil's poetry.

The primary material for this course will be a selection of readings from three or more different Latin poets connected by genre (e.g. epic, dramatic, lyric), theme (e.g. heroism and the hero, the body, the good life), period (e.g. Augustan, late Antique), or the like. Primary readings and critical approach will vary from year to year, making the course repeatable. Some modern secondary reading will be assigned to provide a basis for discussion and a model for student written work. prereq: [3004 or equiv], at least two yrs of college level Latin. Contact the Classical & Near Eastern Religions & Cultures Department with any questions.

The primary material for this course will be a selection of readings from three or more different Latin prose authors connected by genre (e.g. historical writing, philosophy, religious texts), theme (e.g. Epicureanism and Stoicism, Christian apologetics, grammarians), period (e.g. Republican, Late Imperial), or the like. Primary readings and critical approach will vary from year to year, making the course repeatable. Some modern secondary reading will be assigned to provide a basis for discussion and a model for student written work. prereq: [LAT 3004 or equiv], at least two yrs of college level Latin. Contact the Classical & Near Eastern Religions & Cultures department (CNRC) with any questions.

Latin grammar, syntax, diction, and prose style. Graduated exercises in prose composition. prereq: Grad student or instr consent

Practical/theoretical introduction to Latin epigraphy (study/interpretation of inscriptions). Readings/discussion of epigraphic texts. Their value as historical documents, as evidence for development of Latin language, and as literary texts. prereq: Grad student or instr consent

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.

Homer's Iliad and Odyssey, Virgil's Aeneid. Cultural context of epic. Development of the hero. Epic style. Poetics of epic.

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

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.

A broad survey of the culture and history of Rome from its origins to the decline and fall of the Roman Empire in the third and fourth centuries A.D.

Survey of major scholarship in field of Roman history since Mommsen. Political, cultural, social, military, and economic history. Focuses on methodological problems posed by evidence. Ways in which these issues shape research. prereq: Grad student or instr consent

The primary material for this course will be a selection of readings from three or more different Latin poets connected by genre (e.g. epic, dramatic, lyric), theme (e.g. heroism and the hero, the body, the good life), period (e.g. Augustan, late Antique), or the like. Primary readings and critical approach will vary from year to year, making the course repeatable. Some modern secondary reading will be assigned to provide a basis for discussion and a model for student written work. prereq: [3004 or equiv], at least two yrs of college level Latin. Contact the Classical & Near Eastern Religions & Cultures Department with any questions.

The primary material for this course will be a selection of readings from three or more different Latin prose authors connected by genre (e.g. historical writing, philosophy, religious texts), theme (e.g. Epicureanism and Stoicism, Christian apologetics, grammarians), period (e.g. Republican, Late Imperial), or the like. Primary readings and critical approach will vary from year to year, making the course repeatable. Some modern secondary reading will be assigned to provide a basis for discussion and a model for student written work. prereq: [LAT 3004 or equiv], at least two yrs of college level Latin. Contact the Classical & Near Eastern Religions & Cultures department (CNRC) with any questions.

Latin grammar, syntax, diction, and prose style. Graduated exercises in prose composition. prereq: Grad student or instr consent

Practical/theoretical introduction to Latin epigraphy (study/interpretation of inscriptions). Readings/discussion of epigraphic texts. Their value as historical documents, as evidence for development of Latin language, and as literary texts. prereq: Grad student 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.

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.

Early Jesus movement in cultural/historical setting. Origins in Judaism. Traditions about Jesus. Apostle Paul, controversies/interpreters. Authority, religious practice, structure. Emergence of canon. Contemporary methods of New Testament study. Biblical writings as history/narrative. CNES 3072/CNES 5072/RELS 3072/RELS 5072 meet together.

Early Jesus movement in cultural/historical setting. Origins in Judaism. Traditions about Jesus. Apostle Paul, controversies/interpreters. Authority, religious practice, structure. Emergence of canon. Contemporary methods of New Testament study. Biblical writings as history/narrative. CNES 3072/CNES 5072/RELS 3072/RELS 5072 meet together.

Early Jesus movement in cultural/historical setting. Origins in Judaism. Traditions about Jesus. Apostle Paul, controversies/interpreters. Authority, religious practice, structure. Emergence of canon. Contemporary methods of New Testament study. Biblical writings as history/narrative. CNES 3072/CNES 5072/RELS 3072/RELS 5072 meet together.

Early Jesus movement in cultural/historical setting. Origins in Judaism. Traditions about Jesus. Apostle Paul, controversies/interpreters. Authority, religious practice, structure. Emergence of canon. Contemporary methods of New Testament study. Biblical writings as history/narrative. CNES 3072/CNES 5072/RELS 3072/RELS 5072 meet together.

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.

Israel and Judah were not states of great importance in the ancient Near East. Their population and territory were small, and they could not resist conquest by larger, more powerful states like Assyria and Rome. Yet their ancient history matters greatly today, out of proportion to its insignificance during the periods in which it transpired. The historical experiences of the people of Israel and Judah were accorded religious meaning and literary articulation in the Hebrew Bible (the Old Testament), which became a foundational text for Judaism, Christianity, and Islam. Essential features of Western as well as Islamic civilization are predicated on some element of Israel?s ancient past, as mediated through the Bible; therefore it behooves us to understand that past. But the Bible is a religious work, not a transcript of events, and the history of ancient Israel is not derived merely from reading the biblical accounts of it. Archaeological excavations have revealed the physical remains of the cultures of Israel and neighboring lands, as well as bringing to light inscriptions, documents, and literary works produced by those cultures. These sources, which complement and sometimes contradict the accounts conveyed in the Bible, provide the basis for reconstructing a comprehensive history of ancient Israel. This course covers the history of Israel and Judah from the Late Bronze Age (c. 1550-1200 BCE), by the end of which Israel had emerged as a distinct ethnic entity, to the period of Roman rule (63 BCE-330 CE), which saw the final extinction of ancient Israel, represented by the kingdom of Judea, as a political entity. Knowledge of this history is based on archaeological, epigraphic, and literary sources, including the Hebrew Bible. N.B.: Students should be aware that the study of history, like all the human and natural sciences, is predicated on inquiry, not a priori judgments. Accordingly, the Bible is not privileged as an intrinsically true or authoritative record. No text is presumed inerrant, and all sources are subject to scrutiny, in the context of scholarly discourse. Biblical texts are treated just like all other texts, as the products of human beings embedded in a historical context, and as the subject of analysis and interpretation. Persons of all faiths and of no faith are equally welcome to participate in such scholarly discourse. However, students who feel that their own religious beliefs require an understanding of the Bible that is antithetical to the foregoing statements are cautioned that they may find themselves uncomfortable with this course.

Israel and Judah were not states of great importance in the ancient Near East. Their population and territory were small, and they could not resist conquest by larger, more powerful states like Assyria and Rome. Yet their ancient history matters greatly today, out of proportion to its insignificance during the periods in which it transpired. The historical experiences of the people of Israel and Judah were accorded religious meaning and literary articulation in the Hebrew Bible (the Old Testament), which became a foundational text for Judaism, Christianity, and Islam. Essential features of Western as well as Islamic civilization are predicated on some element of Israel?s ancient past, as mediated through the Bible; therefore it behooves us to understand that past. But the Bible is a religious work, not a transcript of events, and the history of ancient Israel is not derived merely from reading the biblical accounts of it. Archaeological excavations have revealed the physical remains of the cultures of Israel and neighboring lands, as well as bringing to light inscriptions, documents, and literary works produced by those cultures. These sources, which complement and sometimes contradict the accounts conveyed in the Bible, provide the basis for reconstructing a comprehensive history of ancient Israel. This course covers the history of Israel and Judah from the Late Bronze Age (c. 1550-1200 BCE), by the end of which Israel had emerged as a distinct ethnic entity, to the period of Roman rule (63 BCE-330 CE), which saw the final extinction of ancient Israel, represented by the kingdom of Judea, as a political entity. Knowledge of this history is based on archaeological, epigraphic, and literary sources, including the Hebrew Bible. N.B.: Students should be aware that the study of history, like all the human and natural sciences, is predicated on inquiry, not a priori judgments. Accordingly, the Bible is not privileged as an intrinsically true or authoritative record. No text is presumed inerrant, and all sources are subject to scrutiny, in the context of scholarly discourse. Biblical texts are treated just like all other texts, as the products of human beings embedded in a historical context, and as the subject of analysis and interpretation. Persons of all faiths and of no faith are equally welcome to participate in such scholarly discourse. However, students who feel that their own religious beliefs require an understanding of the Bible that is antithetical to the foregoing statements are cautioned that they may find themselves uncomfortable with this course.

Israel and Judah were not states of great importance in the ancient Near East. Their population and territory were small, and they could not resist conquest by larger, more powerful states like Assyria and Rome. Yet their ancient history matters greatly today, out of proportion to its insignificance during the periods in which it transpired. The historical experiences of the people of Israel and Judah were accorded religious meaning and literary articulation in the Hebrew Bible (the Old Testament), which became a foundational text for Judaism, Christianity, and Islam. Essential features of Western as well as Islamic civilization are predicated on some element of Israel?s ancient past, as mediated through the Bible; therefore it behooves us to understand that past. But the Bible is a religious work, not a transcript of events, and the history of ancient Israel is not derived merely from reading the biblical accounts of it. Archaeological excavations have revealed the physical remains of the cultures of Israel and neighboring lands, as well as bringing to light inscriptions, documents, and literary works produced by those cultures. These sources, which complement and sometimes contradict the accounts conveyed in the Bible, provide the basis for reconstructing a comprehensive history of ancient Israel. This course covers the history of Israel and Judah from the Late Bronze Age (c. 1550-1200 BCE), by the end of which Israel had emerged as a distinct ethnic entity, to the period of Roman rule (63 BCE-330 CE), which saw the final extinction of ancient Israel, represented by the kingdom of Judea, as a political entity. Knowledge of this history is based on archaeological, epigraphic, and literary sources, including the Hebrew Bible. N.B.: Students should be aware that the study of history, like all the human and natural sciences, is predicated on inquiry, not a priori judgments. Accordingly, the Bible is not privileged as an intrinsically true or authoritative record. No text is presumed inerrant, and all sources are subject to scrutiny, in the context of scholarly discourse. Biblical texts are treated just like all other texts, as the products of human beings embedded in a historical context, and as the subject of analysis and interpretation. Persons of all faiths and of no faith are equally welcome to participate in such scholarly discourse. However, students who feel that their own religious beliefs require an understanding of the Bible that is antithetical to the foregoing statements are cautioned that they may find themselves uncomfortable with this course.

Israel and Judah were not states of great importance in the ancient Near East. Their population and territory were small, and they could not resist conquest by larger, more powerful states like Assyria and Rome. Yet their ancient history matters greatly today, out of proportion to its insignificance during the periods in which it transpired. The historical experiences of the people of Israel and Judah were accorded religious meaning and literary articulation in the Hebrew Bible (the Old Testament), which became a foundational text for Judaism, Christianity, and Islam. Essential features of Western as well as Islamic civilization are predicated on some element of Israel?s ancient past, as mediated through the Bible; therefore it behooves us to understand that past. But the Bible is a religious work, not a transcript of events, and the history of ancient Israel is not derived merely from reading the biblical accounts of it. Archaeological excavations have revealed the physical remains of the cultures of Israel and neighboring lands, as well as bringing to light inscriptions, documents, and literary works produced by those cultures. These sources, which complement and sometimes contradict the accounts conveyed in the Bible, provide the basis for reconstructing a comprehensive history of ancient Israel. This course covers the history of Israel and Judah from the Late Bronze Age (c. 1550-1200 BCE), by the end of which Israel had emerged as a distinct ethnic entity, to the period of Roman rule (63 BCE-330 CE), which saw the final extinction of ancient Israel, represented by the kingdom of Judea, as a political entity. Knowledge of this history is based on archaeological, epigraphic, and literary sources, including the Hebrew Bible. N.B.: Students should be aware that the study of history, like all the human and natural sciences, is predicated on inquiry, not a priori judgments. Accordingly, the Bible is not privileged as an intrinsically true or authoritative record. No text is presumed inerrant, and all sources are subject to scrutiny, in the context of scholarly discourse. Biblical texts are treated just like all other texts, as the products of human beings embedded in a historical context, and as the subject of analysis and interpretation. Persons of all faiths and of no faith are equally welcome to participate in such scholarly discourse. However, students who feel that their own religious beliefs require an understanding of the Bible that is antithetical to the foregoing statements are cautioned that they may find themselves uncomfortable with this course.

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.

Historical/comparative grammar of Greek and Latin from their Proto-Indo-European origins to classical norms.