Catalog
Classical and Medieval Studies
Professors Baker (Religious Studies), Federico (English), Maurizio (Classical and Medieval Studies), and O'Higgins (Classical and Medieval Studies, chair); Assistant Professor Tizzoni (Classical and Medieval Studies); Visiting Assistant Professor Gillies (Classical and Medieval Studies); Senior Lecturer Walker (Classical and Medieval Studies)
The Program in Classical and Medieval Studies combines a uniquely interdisciplinary study of cultural history with an emphasis on empowering students to read and assess texts in the relevant ancient languages.
The Bates program is distinctive in its scope, linking the study of classical antiquity with that of the Middle Ages. This broad chronology, coupled with a broad geographical and cultural range, encourages students in the program to examine the long track of history – to see how humans act and react with each other, with their environments, and with their pasts—and futures. Learning the languages of these ancient and medieval peoples is central to this inquiry, so students can engage more directly and authoritatively with primary sources. Grounded in these language skills, students in the program examine the past through a range of different lenses: art, architecture, drama, literature, philosophy, religion, and social and cultural history.
The program centers historical questions about power, oppression, and the constructed nature of culture, identity, and the past itself. As such, the program embraces the global context of ancient and medieval Mediterranean cultures, from northern Europe and Scandinavia to Central Asia, and from North and West Africa to the Indian Ocean. Many diverse cultures constituted ancient "Greece" and "Rome," including North Africa and the Near East as well as Crete and Sicily. The program’s definitions of the medieval period encompass the diverse cultures and societies of Africa, Europe, and West and Central Asia, including the civilization of Islam, the Byzantines, and the Latin and vernacular cultures of Western Europe, from the Visigoths and Vikings to Middle English poets and the builders of the great Gothic cathedrals, while considering throughout those who lived within these societies as minorities.
Students are encouraged to study abroad in selected programs in order to engage more directly with the material aspects of these diverse cultures. Courses taken in college-approved study abroad programs may be used in partial fulfillment of the major in classical and medieval studies. Students seeking to receive classical and medieval studies major credit for summer courses in ancient languages (ancient Greek or Latin) should obtain permission from the classical and medieval studies program committee before undertaking the course of study.
Generally speaking, the Bates classical and medieval studies program does not grant credit for online courses, including online language classes, to fulfill its requirements. If a student wishes to seek an exception to this rule, they should consult the program chair and gain the approval of the program committee before enrolling in such a course.
More information on the classical and medieval studies program is available on the website (bates.edu/classical-medieval).
Major Requirements
Within the major students may elect to concentrate in either classical studies or medieval studies. The major requires twelve courses, and may include a Short Term course.1) Two of the following courses:
CM/HI 101. Introduction to the Ancient World.
CM/HI 102. Medieval Worlds.
CM/EN 104. Introduction to Medieval English Literature.
CM/HI 108. Roman Civilization: The Republic.
CM/HI 109. Roman Civilization: The Empire.
CM/HI 112. Ancient Greek History.
CM/RE 238. Jews and Judaism in Antiquity.
AV/CM 251. The Age of the Cathedrals.
AV/CM 252. Art of the Middle Ages.
2) Four courses in Latin or four courses in ancient Greek, taken at Bates or through other approved programs.
3) Five additional courses selected from classical and medieval studies and the list below. First-year seminars taught by the faculty in classical and medieval studies may count toward the major, with the approval of the chair. Additional courses in ancient Greek and Latin beyond the four required courses may be counted toward these five.
The following courses, described under their departmental listings, also may be applied to the major (the first-year seminars require permission of the chair):
FYS 191. Love and Friendship in the Classical World.
FYS 345. Classical Myths and Contemporary Art.
FYS 518. Ancient Magic and its Practitioners.
4) CMS 457 or 458. Senior Thesis. Typically majors complete a one-semester thesis. Thesis advisors are chosen by the chair of the program in consultation with students, according to the topic of the thesis. Additional information is available on the website.
Advanced Placement
Advanced Placement examination scores of four or five in Latin may be used toward the college's graduation requirements and may be used to help place students in Latin courses, but may not count toward the major, minor, nor General Education Concentration requirements.Pass/Fail Grading Option
Pass/fail grading may not be elected for the ancient language courses required for the major CoursesCM/HI 101. Introduction to the Ancient World.
A study of the ancient civilizations of Greece and Rome, this course is the introduction to European history in the Department of History and is a fundamental course in the Program in Classical and Medieval Studies. It addresses themes and events extending from the eighth century B.C.E. until the second century C.E. Students consider the disciplines that comprise study of classical antiquity, engage with primary texts (literary, graphic, and epigraphical), and learn how ancient history has come to be written as it has been. Enrollment limited to 39. (History: European.) (History: Premodern.) [AC] [HS] D. O'Higgins.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 102. Medieval Worlds.
Far from being an "enormous hiccup" in human progress, the medieval centuries (ca. 350–1350) marked the full emergence of Islamic, Byzantine, and West European civilizations. These powerful medieval cultures shape our present. The central theme of this introductory survey course is the genesis and development of a distinct Western European medieval civilization including its social, economic, political, and cultural aspects. Important topics include the devolution of the Roman Empire; the Christianization of the West; the origins of the Byzantine world; the rise of Islam; and the history of medieval women. Enrollment limited to 39. (History: European.) (History: Premodern.) Normally offered every year. [AC] [HS] M. Tizzoni.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 104. Introduction to Medieval English Literature.
This course offers an introductory survey of the literature produced in England between 800 and 1485, from Anglo-Saxon poetry through the advent of print. Major texts include pre-Conquest poetry and prose (such as Beowulf and the Anglo-Saxon Chronicle), early Middle English romance, post-Conquest lyric and narrative verse (including Chaucer), the fourteenth-century alliterative revival, Arthurian romance, drama, chronicles, and personal letters. Designed for nonmajors and prospective majors, the entry-level course provides a foundation in critical thinking about literary history. Enrollment limited to 39. (English: Medieval.) (English: Pre-1800.) [AC] [HS] M. Wright.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 108. Roman Civilization: The Republic.
In this course students explore the civilization and history of ancient Rome from the foundation of the Republic around 510 B.C.E. until its collapse in civil war and its transformation into a monarchy under Julius Caesar and his nephew, Octavian. Each week the class convenes for lectures devoted to the political, social, and cultural history of the Republic. In addition, students meet once a week to discuss in detail primary sources for the period. Enrollment limited to 39. (History: European.) (History: Premodern.) [AC] [HS] Staff.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 109. Roman Civilization: The Empire.
In this course students examine the civilization and history of ancient Rome from the Principate, the monarchy established by Octavian in 27 B.C.E., until the end of Justinian's dynasty at the beginning of the seventh century of the Common Era. Each week the class convenes for lectures devoted to the political, social, and cultural history of the Empire. In addition, students meet once a week to discuss in detail primary sources for the period. Recommended background: CM/HI 108. Not open to students who have received credit for CMS 109 or HIST 109. Enrollment limited to 39. (History: European.) (History: Premodern.) [AC] [HS] Staff.Concentrations
This course is referenced by the following General Education Concentrations
CMS 109. Roman Civilization: The Empire.
In this course students examine the civilization and history of ancient Rome from the Principate, the monarchy established by Octavian in 27 B.C.E., until the end of Justinian's dynasty at the beginning of the seventh century of the Common Era. Each week the class convenes for lectures devoted to the political, social, and cultural history of the Empire. In addition, students meet once a week to discuss in detail primary sources for the period. Recommended background: CM/HI 108. Not open to students who have received credit for CM/HI 109 or HIST 109. Enrollment limited to 39. (History: European.) (History: Premodern.) [AC] [HS] Staff.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 112. Ancient Greek History.
This course examines Greece from the Bronze Age to Alexander. It focuses on the geographical breadth and temporal extent of "Ancient Greece," and how that considerable space and time were negotiated and understood by the Greeks themselves. In such a far-flung world, extending from Sicily to Ionia, from the Black Sea to North Africa, Greeks experienced "Hellenicity" through sea lanes and land routes, and by means of a network of religious festivals and athletic meets, coordinated among multiple civic calendars. Topics include political structures, philosophies, literature, and modes of warfare. Enrollment limited to 39. (History: European.) (History: Premodern.) [AC] [HS] D. O'Higgins.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 121D. The Many Lives of King Arthur.
King Arthur is called the "once and future king," but this malleable, mythic figure in some sense always lives in the present time. Approaching Arthur as an idea as much as a man, students analyze the ways in which the Arthur story has been adapted for different literary, social, and political purposes according to the needs and desires of its changing audience. They explore the features of the Arthurian legend which make it universally compelling, including feudal loyalty and kinship, women and marriage, questing and adventure, magic and monsters, violence and warfare, and consider the fierce debate over Arthur's historical and mythical origins. Not open to students who have received credit for CMS 121D or ENG 121D. Enrollment limited to 25. (English: Medieval.) (English: Pre-1800.) [AC] S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CMS 121D. The Many Lives of King Arthur.
King Arthur is called the "once and future king," but this malleable, mythic figure in some sense always lives in the present time. Approaching Arthur as an idea as much as a man, students analyze the ways in which the Arthur story has been adapted for different literary, social, and political purposes according to the needs and desires of its changing audience. They explore the features of the Arthurian legend which make it universally compelling, including feudal loyalty and kinship, women and marriage, questing and adventure, magic and monsters, violence and warfare, and consider the fierce debate over Arthur's historical and mythical origins. Not open to students who have received credit for CM/EN 121D or ENG 121D. Enrollment limited to 25. (English: Medieval.) (English: Pre-1800.) [AC] S. Federico.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
INDC 130. Food in Ancient Greece and Rome.
This course examines the history of the food supply for agrarian and urban populations in ancient Greece and Rome; malnutrition, its probable impact on ancient economies, and its uneven impact on populations; famine; the symbolism of the heroic banquet—a division of the sacrificial animal among ranked members of society, and between men and gods; cuisine and delicacies of the rich; forbidden food; the respective roles of men and women in food production, and their unequal access to food supply; dietary transgression; and sacred food. Cross-listed in classical and medieval studies, gender and sexuality studies, and history. Not open to students who have received credit for CMS s28. Enrollment limited to 39. (History: European.) (History: Premodern.) [AC] [HS] D. O'Higgins.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
CM/GS 204. Classics and the History of Sexuality.
This course investigates how the language and culture of ancient Greece and Rome has shaped many of our contemporary ideas on sexuality in the United States. Students explore the role of Greco-Roman material in discourses of sexual identity, freedom, and oppression from the first scientific studies of sexual behavior in the late nineteenth century to notions of sex, gender, and sexuality in the modern day. Throughout the course, students analyze texts from both ancient and modern contexts to see how classical culture has acted as an explanatory force in the fields of medicine, psychology, law, and politics. Students also explore how marginalized groups, especially LGBTQI peoples, have used Greco-Roman antiquity as a means both for forming community and for arguing their equal rights. Not open to students who have received credit for CMS 204 or GSS 204. Open to first-year students. Enrollment limited to 29. [AC] [HS] D. O'Higgins.Concentrations
This course is referenced by the following General Education Concentrations
CMS 204. Classics and the History of Sexuality.
This course investigates how the language and culture of ancient Greece and Rome has shaped many of our contemporary ideas on sexuality in the United States. Students explore the role of Greco-Roman material in discourses of sexual identity, freedom, and oppression from the first scientific studies of sexual behavior in the late nineteenth century to notions of sex, gender, and sexuality in the modern day. Throughout the course, students analyze texts from both ancient and modern contexts to see how classical culture has acted as an explanatory force in the fields of medicine, psychology, law, and politics. Students also explore how marginalized groups, especially LGBTQI peoples, have used Greco-Roman antiquity as a means both for forming community and for arguing their equal rights. Not open to students who have received credit for CM/GS 204 or ENG 204. Open to first-year students. Enrollment limited to 29. [AC] [HS] D. O'Higgins.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 206. Trans/Atlantic Chaucer: Colonizing Identities in the Middle Ages.
Reading and interpretation of Chaucer's major works, including The Canterbury Tales. Students interrogate the many ways Chaucer’s texts challenge assumptions of fixity, including definitions of gender, race, class, territory, and time. All works are read in Middle English. Open to first-year students. Enrollment limited to 25. (English: Medieval.) (English: Pre-1800.) [W2] Normally offered every year. [AC] [HS] S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 216. Conflict and Community in Medieval Spain.
Medieval Spain was a crossroads where the civilizations of Islam, Christianity, and Judaism met, mingled, and fought. Diverse and dynamic societies emerged, and from this climate of both tension and cooperation came a cultural and intellectual flowering that remains a hallmark of human achievement. Using a wide range of primary sources, this course focuses particularly on two key concepts in Spanish history: the Reconquista and the Convivencia. To examine these, students investigate the nature of conflict in medieval Spain and the ways in which those who lived there constructed and understood their communities. Enrollment limited to 29. (History: European.) (History: Premodern.) [AC] [HS] M. Tizzoni.Concentrations
This course is referenced by the following General Education Concentrations
CM/GS 217. Sex and Gender in Ancient Rome.
This course investigates Roman categories of gender and sex through ancient and modern theories of gender and sexuality, especially Michel Foucault's controversial thesis on ancient sexuality. Students examine ancient philosophy, rhetoric, poetry, graffiti, novels, and visual culture to discuss the lived experiences of Roman people, whether gladiators, senators, sex workers, or matrons. Special attention is paid to the diversity of experiences recorded outside of canonical texts, and the influence of foreign cultures on Roman thought and practices. Recommended background: CM/HI 101, 108, or 109. Enrollment limited to 29. Staff.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 218. Greek and Roman Myths.
Did the Greeks and Romans believe their myths about winged horses, goddesses, and golden apples? How are myths related to the religious, political, and social world of Greece and Rome? This course examines Greek and Roman myths from a variety of theoretical perspectives in order to understand their meaning in the ancient world and their enduring influence in Western literature and art. Open to first-year students. Enrollment limited to 39. [AC] [HS] L. Maurizio.Concentrations
This course is referenced by the following General Education Concentrations
INDC 221. Venice to Tokyo: Religion and Trade along the Spice and Silk Routes.
This course examines the intersection of religion and trade along the silk and spice routes that linked Venice and Istanbul with Isfahan, Malacca, Nanjing, and Tokyo in the medieval and early modern periods (800-1800 C.E.). Adherents of Christianity, Judaism, Islam, Hinduism, Buddhism, Daoism, Confucianism, and other spiritual traditions traversed these trade routes as merchants, diplomats, and pilgrims. As cultural brokers connecting Europe, the Middle East, and East Asia, these merchants transmitted objects as diverse as silk textiles, relics, and texts on philosophy and ethics. This course follows the transfer of culture and commerce along these trade routes, focusing on a key thematic question: How are urban economies impacted by religion and culture? Cross-listed in Asian studies, classical and medieval studies, and religious studies. Open to first-year students. Enrollment limited to 39. (History: Early Modern.) (History: East Asian.) (History: European.) (History: Premodern.) A. Akhtar.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
AV/CM 222. Seeing Gods in Ancient Greek Art, Architecture, and Myths.
Ancient gods and goddesses were everywhere in ancient Greece: they were painted on cups and plates; they stood tall on altars in sanctuaries and on the streets. Not surprisingly, the ancient Greeks reported talking to, smelling, and hearing divine beings of all sorts. This course explores how the Greeks depicted their gods and goddesses on vases, temples, and sculptures, and how such depictions relate to written reports of divine encounters. It provides an introduction to archaic and classical Greek art, the organization of religious sanctuaries, and myths about gods who were believed to meet with human beings. Recommended background: CM/RE 218. Open to first-year students. Enrollment limited to 29. L. Maurizio.Concentrations
This course is referenced by the following General Education Concentrations
INDC 225. Rituals, Sentiments, and Gods: Religion in Ancient Greece.
An anthropological approach to ancient Greek religion in which archeological, literary, and art-historical sources are examined to gain an understanding of religion in ancient Greek society. Topics explored include cosmology, polytheism, mystery cults, civic religion, ecstasy, sacrifice, pollution, dreams, and funerary customs. Course reinstated beginning Fall 2022. Not open to students who have received credit for AN/RE 225. Open to first-year students. Enrollment limited to 29. [AC] [HS] L. Maurizio.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
CM/RE 235. Introduction to the Hebrew Bible.
What is the Hebrew Bible (Christianity's Old Testament and Judaism's Tanakh)? This course centers perspectives of BIPOC biblical scholars who employ a range of scholarly tools and methods for exploring the content and genres of major books of the Hebrew Bible — including Genesis, Exodus, Leviticus, Numbers, Deuteronomy, Joshua, Judges, Samuel, and Kings—with brief forays into selected Prophets and Wisdom literature. Topics include theories about the composition and sociopolitical contexts of the writings, the events and ideas they narrate, and the use of scripture in sustaining and contesting modern social practices, especially those related to colonization, cultural violence, and race/gender disparities. Open to first-year students. Enrollment limited to 39. [AC] [HS] C. Baker.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 236. Introduction to the New Testament.
Readings in the New Testament and related early Jewish and Christian literature. Topics include first-century Jews and Judaism; Jesus' life, death, and teaching in the context of the Roman Mediterranean; the shaping of Jesus traditions in the early Church; the diversity of ideas about salvation; and women in the Jesus movement and the early Church. Attention is given, throughout the course, to ways in which the New Testament has been used to sustain and contest modern social practices, especially those related to colonization, cultural violence, and race/gender disparities. Open to first-year students. Enrollment limited to 39. [AC] [HS] C. Baker.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 238. Jews and Judaism in Antiquity.
The millennium between 500 B.C.E. and 500 C.E. saw the gradual invention of a culture that has come to be known as Judaism. This course introduces the significant historical events and texts that were part of this cultural process, as well as the daily practices, institutions, ideologies, and movements associated with it. The approach is both historical and thematic with close reading of archaeological and written sources including texts from the Dead Sea Scrolls, New Testament (substantially authored by Jews), later Hebrew Bible and Apocrypha, Philo, Josephus, and the early rabbinic corpus. Topics include biblical interpretation; creation, adaptation, and transmission of traditions; identity and self-definition; accommodation and resistance; sectarianism and the invention of Jewish and Christian orthodoxies; theories about messiahs, afterlife, and a world-to-come. Open to first-year students. Enrollment limited to 39. [AC] [HS] C. Baker.Concentrations
This course is referenced by the following General Education Concentrations
AV/CM 241. The Art of Islam.
Art of the Islamic world from its roots in the ancient Near East to the flowering of Safavid Persia and Mughal India in the sixteenth, seventeenth, and eighteenth centuries. Developments are traced through architecture, painting, ceramics, textiles, and metalwork. Consideration is given to the continuity of the Near Eastern artistic tradition and Islamic art in the nineteenth and twentieth centuries. Open to first-year students. Enrollment limited to 29. (Art and Visual Culture: Non-Western Canon.) (Art and Visual Culture: Premodern.) [W2] [AC] [HS] E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
AV/CM 250. Vikings, Vandals, and Visigoths: Art in Early Medieval Europe.
This course surveys works of art and architecture produced from ca. 500 to 1100 C.E. and explores significant visual and cultural developments of the early medieval period. Beginning with the dissolution of the Western Roman Empire, students focus on emigration of Germanic tribes into Roman territories and the subsequent periods of Christianization, conflict, and exchange. Attention is paid to the ways medieval art has been used and misused in the modern era: the rise of race studies and "culture history" in the nineteenth century, the Nazis' use of archaeology as "evidence" for Germany’s Aryan past, and the deployment of medieval symbols by contemporary White Supremacists. Not open to students who have received credit for AVC 250 or CMS 250. Enrollment limited to 29. (Art and Visual Culture: Premodern.) [AC] E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
CMS 250. Vikings, Vandals, and Visigoths: Art in Early Medieval Europe.
This course surveys works of art and architecture produced from ca. 500 to 1100 C.E. and explores significant visual and cultural developments of the early medieval period. Beginning with the dissolution of the Western Roman Empire, students focus on emigration of Germanic tribes into Roman territories and the subsequent periods of Christianization, conflict, and exchange. Attention is paid to the ways medieval art has been used and misused in the modern era: the rise of race studies and "culture history" in the nineteenth century, the Nazis' use of archaeology as "evidence" for Germany’s Aryan past, and the deployment of medieval symbols by contemporary White Supremacists. Not open to students who have received credit for AV/CM 250 or AVC 250. Enrollment limited to 29. (Art and Visual Culture: Premodern.) [AC] E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
AV/CM 251. The Age of the Cathedrals.
An investigation of medieval architecture from the Early Christian era to the end of the Gothic period in Europe, including Russia and the Byzantine East. Emphasis is placed on the development of Christian architecture and the emergence of the Gothic cathedral in the context of European political and social history before 1500. This course explores historical methodology in the field since 1800. Not open to students who have received credit for AVC 251 or CMS 251. Open to first-year students. Enrollment limited to 29. (Art and Visual Culture: Premodern.) E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
CMS 251. The Age of the Cathedrals.
An investigation of medieval architecture from the Early Christian era to the end of the Gothic period in Europe, including Russia and the Byzantine East. Emphasis is placed on the development of Christian architecture and the emergence of the Gothic cathedral in the context of European political and social history before 1500. This course explores historical methodology in the field since 1800. Not open to students who have received credit for AV/CM 251 or AVC 251. Open to first-year students. Enrollment limited to 29. (Art and Visual Culture: Premodern.) E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
AV/CM 252. Art of the Middle Ages.
In Europe from the Early Christian era to the end of the Gothic age, from 300 to 1450 C.E., precious objects, manuscripts, wall paintings, and stained glass were produced in great quantities. The course traces the development of these and other media, including tapestry and sculpture. The roles of liturgy, theology, and technological and social changes are stressed. Modes of historical analysis are investigated. Not open to students who have received credit for AVC 252 or CMS 252. Open to first-year students. Enrollment limited to 29. (Art and Visual Culture: Premodern.) E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
CMS 252. Art of the Middle Ages.
In Europe from the Early Christian era to the end of the Gothic age, from 300 to 1450 C.E., precious objects, manuscripts, wall paintings, and stained glass were produced in great quantities. The course traces the development of these and other media, including tapestry and sculpture. The roles of liturgy, theology, and technological and social changes are stressed. Modes of historical analysis are investigated. Not open to students who have received credit for AV/CM 252 or AVC 252. Open to first-year students. Enrollment limited to 29. (Art and Visual Culture: Premodern.) E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 264. Islamic Civilization: Politics, History, Arts.
This course explores the medieval and modern history of Islam from Spain and Morocco to Russia and China. Topics include the music of Morocco, art of the Quran, Sunni and Shi'i cultural practices in Iran, women's mosques in China, and postcolonial debates in Egyptian politics. What does Islam mean to different Muslim communities around the world? What has made Islam one of the most influential religious traditions in the history of Europe, Africa, and Asia? Open to first-year students. Enrollment limited to 39. A. Akhtar.Concentrations
This course is referenced by the following General Education Concentrations
AV/CM 265. Florence to Bruges: The Early Renaissance in Europe.
This course investigates the art and architecture of Northern and Southern Europe between 1250 and 1450. Students analyze the impact of theology, liturgy, social change, urbanism, gender, and social class on visual culture. Artists considered include Cimabue, Duccio, Giotto, Fra Angelico, Donatello, Brunelleschi, Jan van Eyck, and Rogier van der Weyden. Not open to students who have received credit for AVC 265 or CMS 265. Open to first-year students. Enrollment limited to 39. (Art and Visual Culture: Premodern.) [W2] [AC] [HS] E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
CMS 265. Florence to Bruges: The Early Renaissance in Europe.
This course investigates the art and architecture of Northern and Southern Europe between 1250 and 1450. Students analyze the impact of theology, liturgy, social change, urbanism, gender, and social class on visual culture. Artists considered include Cimabue, Duccio, Giotto, Fra Angelico, Donatello, Brunelleschi, Jan van Eyck, and Rogier van der Weyden. Not open to students who have received credit for AV/CM 265 or AVC 265. Open to first-year students. Enrollment limited to 39. (Art and Visual Culture: Premodern.) Normally offered every year. [AC] [HS] E. Woodward.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
CM/PL 271. Ancient Philosophy.
This course examines the ancient philosophical views and questions especially, but not solely, from the Western tradition. Philosophers discussed may include the Pythagoreans, the Atomists, Socrates, Aristotle, the Stoics, and the Epicureans. The course also may include study of the works of Theano, Hypatia, and Aspasia of Miletus — three of the first women recognized as philosophers in the Western tradition. The course also may include the study of the ancient Chinese philosopher, Confucius. Ancient philosophy is considered in its historical and social context, with indications of how ideas were developed in later centuries, up to the present, including both positive and negative influences of these ideas. Not open to students who have received credit for CMS 271 or PHIL 271. Open to first-year students. Enrollment limited to 29. Normally offered every year. [AC] [HS] S. Stark.Concentrations
This course is referenced by the following General Education Concentrations
CMS 271. Ancient Philosophy.
This course examines the ancient philosophical views and questions especially, but not solely, from the Western tradition. Philosophers discussed may include the Pythagoreans, the Atomists, Socrates, Aristotle, the Stoics, and the Epicureans. The course also may include study of the works of Theano, Hypatia, and Aspasia of Miletus — three of the first women recognized as philosophers in the Western tradition. The course also may include the study of the ancient Chinese philosopher, Confucius. Ancient philosophy is considered in its historical and social context, with indications of how ideas were developed in later centuries, up to the present, including both positive and negative influences of these ideas. Not open to students who have received credit for CM/PL 271 or PHIL 271. Open to first-year students. Enrollment limited to 29. Normally offered every year. [AC] [HS] S. Stark.Concentrations
This course is referenced by the following General Education Concentrations
AV/CM 274. Roman Art and Architecture.
This course explores the art and architecture of ancient Rome: its phases, influences, variety, and enduring works. How do Roman art and architecture change over time? What does it mean for a work to be Roman? How did the ordinary people of Rome express themselves through art and architecture? How did imperial rulers use art and architecture as forms of propaganda? Recommended background: CM/HI 108 or 109. Enrollment limited to 29. One-time offering. G. Gillies.CM/EN 277. Medieval Literatures of Resistance: Power and Dissent, 1100-1500.
This course offers sustained examination of several major sites of cultural power in the Middle Ages—including institutions and traditions such as the Church and the monarchy, Parliament, and civic government, marriage and the household—and considers the oppositional energies of texts that negotiate those sites. Students read historical documents (poems, letters, and chronicles) and analyze the textual tactics that resist or evade the rules set to govern most aspects of medieval public and private life. Not open to students who have received credit for CMS 277 or ENG 277. Open to first-year students. Enrollment limited to 29. (English: Medieval.) (English: Pre-1800.) [AC] [HS] S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CMS 277. Medieval Literatures of Resistance: Power and Dissent, 1100-1500.
This course offers sustained examination of several major sites of cultural power in the Middle Ages—including institutions and traditions such as the Church and the monarchy, Parliament, and civic government, marriage and the household—and considers the oppositional energies of texts that negotiate those sites. Students read historical documents (poems, letters, and chronicles) and analyze the textual tactics that resist or evade the rules set to govern most aspects of medieval public and private life. Not open to students who have received credit for CM/EN 277 or ENG 277. Open to first-year students. Enrollment limited to 29. (English: Medieval.) (English: Pre-1800.) [AC] [HS] S. Federico.CM/HI 291. Land of Dichotomies: North Africa in Late Antiquity.
While treated by some scholars as peripheral, North Africa was and is a central arena in global history. This course examines the Maghreb in the dynamic period of transformation that saw the Roman Empire devolve into separate political and social entities, ca.200-700 C.E. In these critical centuries, North Africa and North Africans served both as anchors preserving Roman culture and society, and key agents in its transformation and devolution. Approaching the topic through primary and secondary sources, this course focuses on key themes: colonization and resistance, ethnicity and identity, and cultural and social cohesion. Recommended background: CM/HI 102. Enrollment limited to 29. (History: Africa.) (History: Premodern.) Normally offered every other year. M. Tizzoni.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 292. The Dawn of the Middle Ages.
The period of Mediterranean history stretching from ca. 300 to ca. 700 C.E. saw both change and continuity, radical transformation and sociocultural resiliency. Often maligned as the "Dark Ages," this period has attracted a great deal of scholarship, and looms large in the construction of modern national identities. The central question is not only how the ancient world became the medieval, and what that meant, but how and why this understanding has changed over the years, and why it matters. This course examines the period through the analysis of primary sources, key secondary sources, and historiography. Recommended background: CM/HI 102. Not open to students who have received credit for CMS 292 or HIST 292. Enrollment limited to 29. (History: European.) (History: Premodern.) [AC] [HS] M. Tizzoni.Concentrations
This course is referenced by the following General Education Concentrations
CMS 292. The Dawn of the Middle Ages.
The period of Mediterranean history stretching from ca. 300 to ca. 700 C.E. saw both change and continuity, radical transformation and sociocultural resiliency. Often maligned as the "Dark Ages," this period has attracted a great deal of scholarship, and looms large in the construction of modern national identities. The central question is not only how the ancient world became the medieval, and what that meant, but how and why this understanding has changed over the years, and why it matters. This course examines the period through the analysis of primary sources, key secondary sources, and historiography. Recommended background: CM/HI 102. Not open to students who have received credit for CM/HI 292 or HIST 292. Enrollment limited to 29. (History: European.) (History: Premodern.) [AC] [HS] M. Tizzoni.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 293. Trans-Saharan Africa in the Middle Ages.
This course examines the history of the trans-Saharan world in the medieval period, roughly 500–1500 C.E.This vital period saw the formation of powerful indigenous empires in the West African Sahel and the Maghreb, alongside the continuation and transformation of ancient states on the Nile. The course examines key topics such as the spread and adaptation of Islam in Africa; the dynamics of state and society building; the social, cultural, and economic impacts of trade; colonization and resistance; and the role of Africa, and Africans, in the creation of the medieval world. Recommended background: CM/HI 102. Not open to students who have received credit for CMS 293 or HIST 293. Open to first-year students. Enrollment limited to 29. (History: Africa.) (History: Premodern.) [AC] [HS] M. Tizzoni.Concentrations
This course is referenced by the following General Education Concentrations
CMS 293. Trans-Saharan Africa in the Middle Ages.
This course examines the history of the trans-Saharan world in the medieval period, roughly 500–1500 C.E.This vital period saw the formation of powerful indigenous empires in the West African Sahel and the Maghreb, alongside the continuation and transformation of ancient states on the Nile. The course examines key topics such as the spread and adaptation of Islam in Africa; the dynamics of state and society building; the social, cultural, and economic impacts of trade; colonization and resistance; and the role of Africa, and Africans, in the creation of the medieval world. Recommended background: CM/HI 102. Not open to students who have received credit for CM/HI 293 or HIST 293. Open to first-year students. Enrollment limited to 29. (History: Africa.) (History: Premodern.) [AC] [HS] M. Tizzoni.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 298. Slavery in Ancient Greece and Rome.
This course examines ancient sources for the lived experiences of enslaved people from Greek and Roman societies. Students discuss the historical, political, and economic context for the pan-Mediterranean slave trade, the evolution of the field of the study of enslaved peoples, and the roles enslaved people played within Greek and Roman societies. Working with ancient sources, which may be fragmented, indirect, indifferent, or openly hostile to enslaved people, students search for evidence of how enslaved people lived, thought, and resisted under slavery. Recommended background: CM/HI 101, 108, 109, or 112. Not open to students who have received credit for CMS 298 or HIST 298. Enrollment limited to 25. (History: Premodern.) [W2] [AC] [HS] G. Gillies.Concentrations
This course is referenced by the following General Education Concentrations
CMS 298. Slavery in Ancient Greece and Rome.
This course examines ancient sources for the lived experiences of enslaved people from Greek and Roman societies. Students discuss the historical, political, and economic context for the pan-Mediterranean slave trade, the evolution of the field of the study of enslaved peoples, and the roles enslaved people played within Greek and Roman societies. Working with ancient sources, which may be fragmented, indirect, indifferent, or openly hostile to enslaved people, students search for evidence of how enslaved people lived, thought, and resisted under slavery. Recommended background: CM/HI 101, 108, 109, or 112. Not open to students who have received credit for CM/HI 298 or HIST 298. Enrollment limited to 25. (History: Premodern.) [W2] [AC] [HS] G. Gillies.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 344. Chaucer and His Context.
This seminar encourages students already familiar with Chaucer's Canterbury Tales to further explore his other major poetic works in the context of his late fourteenth-century London milieu. Texts include a selection of dream visions, historical romances, and philosophical treatises ("Troilus and Criseyde," "Book of the Duchess," "Parliament of Fowls," and others). Chaucer's literary contemporaries, including John Gower, William Langland, and the "Gawain"-Poet, are studied along with their poetic forms and historical contexts. All texts read in Middle English. Only open to juniors and seniors. Prerequisite(s): CM/EN 206. Not open to students who have received credit for CMS 344 or ENG 344. Enrollment limited to 15. (English: Medieval.) (English: Pre-1800.) [W2] S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CMS 344. Chaucer and His Context.
This seminar encourages students already familiar with Chaucer's Canterbury Tales to further explore his other major poetic works in the context of his late fourteenth-century London milieu. Texts include a selection of dream visions, historical romances, and philosophical treatises ("Troilus and Criseyde," "Book of the Duchess," "Parliament of Fowls," and others). Chaucer's literary contemporaries, including John Gower, William Langland, and the "Gawain"-Poet, are studied along with their poetic forms and historical contexts. All texts read in Middle English. Only open to juniors and seniors. Prerequisite(s): CM/EN 206. Not open to students who have received credit for CM/EN 344 or ENG 344. Enrollment limited to 15. (English: Medieval.) (English: Pre-1800.) [W2] S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CMS 360. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. Normally offered every semester. Staff.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
AV/CM 373. Art of the Global Middle Ages.
This course examines artworks produced by diverse communities in Europe, North Africa, the Middle East, and Western Asia from the period ca. 500–1500 C.E. Through case studies of luxury objects, iconic architecture, monuments, and paintings, students explore the ways that artists, patrons, and viewers within Islamic, Jewish, and Christian traditions articulated spiritual and intellectual values and religious and socioeconomic identities. The course focuses on visual and cultural interactions such as commerce, gift exchange, reinterpretation of visual forms, and reuse of significant objects and spaces. Attention is given to scholarly debates on the concept of a "global" Middle Ages and popular (mis)conceptions about the medieval era. Recommended background: at least one course in art history, premodern history, or religious studies. Not open to students who have received credit for AVC 373 or CMS 373. Enrollment limited to 15. [W2] E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
CMS 373. Art of the Global Middle Ages.
This course examines artworks produced by diverse communities in Europe, North Africa, the Middle East, and Western Asia from the period ca. 500–1500 C.E. Through case studies of luxury objects, iconic architecture, monuments, and paintings, students explore the ways that artists, patrons, and viewers within Islamic, Jewish, and Christian traditions articulated spiritual and intellectual values and religious and socioeconomic identities. The course focuses on visual and cultural interactions such as commerce, gift exchange, reinterpretation of visual forms, and reuse of significant objects and spaces. Attention is given to scholarly debates on the concept of a "global" Middle Ages and popular (mis)conceptions about the medieval era. Recommended background: at least one course in art history, premodern history, or religious studies. Not open to students who have received credit for AV/CM 373. Enrollment limited to 15. [W2] E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 395E. Medieval Romance.
Romance was the most popular literary genre of the later Middle Ages. Originating in France in the twelfth century, this highly adaptable form quickly became an international phenomenon, with numerous examples found across Europe and the British Isles. Many romances tell tales of amorous exploits, exotic travels, and quests for knowledge; the celebration of chivalric ideals is a central theme. But many of these tales seem to question and sometimes undermine the very ideals they otherwise espouse: courtly love mingles with sexual adventurism, for instance, and loyalty to one's lord often results in alienation or death. Students read a selection of romances from France and Britain (all texts are in modern English translation or manageable Middle English) with an eye toward how they variously articulate and deconstruct the notion of chivalry. Prerequisite(s): one English course. Enrollment limited to 15. (English: Medieval.) (English: Pre-1800.) [W2] [AC] [HS] S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CMS 457. Senior Thesis.
Required of all majors, the thesis involves research and writing of an extended essay in classical and medieval studies, following the established practices of the field, under the guidance of a supervisor in the classical and medieval studies program. Students register for CMS 457 in the fall semester and for CMS 458 in the winter semester. Majors writing an honors thesis register for both CMS 457 and 458. Instructor permission is required. [W3] Normally offered every year. Staff.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
CMS 458. Senior Thesis.
Required of all majors, the thesis involves research and writing of an extended essay in classical and medieval studies, following the established practices of the field, under the guidance of a supervisor in the classical and medieval studies program. Students register for CMS 458 in the winter semester. Majors writing an honors thesis register for both CMS 457 and 458. Instructor permission is required. [W3] Normally offered every year. Staff.CM/HI s14. Saints, Ships, and Sultans: The Horn of Africa in the Middle Ages.
The Horn of Africa represents one of the great crossroads of the world, connecting the Red Sea and Mediterranean worlds with those of the Indian Ocean. In the medieval period, the region flourished, with its history and society shaped by religion, trade, and politics. Christian states of Ethiopia sought both to pursue an independent expression of their faith and link themselves with the wider Christian world. Muslim states in Somalia sought political definition and economic power in a booming interconnected global community. Community-engaged learning sits at the core of this course. Recommended background: CM/HI 102 or 293. New course beginning Short Term 2022. Open to first-year students. Enrollment limited to 30. [AC] [HS] M. Tizzoni.CM/GS s20. Female Violence in Greek Tragedy and Beyond.
Women kill in Greek tragedy, and mostly they kill children. This course examines why, by exploring two tragedies by Euripides—Medea and Hecuba—in which the titular heroine, a non-Greek woman, kills young boys. Students read about infanticide, motherhood, enslavement, orphans, and immigration in ancient Greece in order to understand the historical context of these plays. Students also read comparative material in historical studies, anthropological studies, literary studies, gender and sexuality studies, and psychoanalytic literature in order to address Medea’s and Hecuba’s actions. New course beginning Short Term 2022. Open to first-year students. Enrollment limited to 30. L. Maurizio.INDC s21. Economic Ecologies: Anthropology, Digital Humanities, and Climate Change in the North Atlantic.
This course provides a multidisciplinary introduction to the north of Iceland as a unique site to explore culture and nature from the medieval era to the present. Students examine local knowledges and folklore to better understand the rapidly changing climate. They investigate how locals work with global scholars to document and better understand humans’ relationship to the natural world, using interdisciplinary tools from climate and social sciences, medieval and premodern studies, and digital media studies. Students apply what they learn by documenting the cultural and economic ecologies around them at Bates and in Maine through ethnographic and digital humanities methods. Crosslisted in anthropology, classical and medieval studies, and environmental studies. Recommended background: prior coursework in anthropology and/or environmental studies. New course beginning Short Term 2022. Open to first-year students. Enrollment limited to 30. One-time offering. J. Hughes.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
AV/CM s22. Hell and Damnation: Imaging the Afterlife.
This course examines works of art produced in Europe from ca. 500 to 1500 C.E. and considers the ways in which the visual arts responded to and helped to shape premodern conceptions of death and the afterlife. How did medieval thinkers and artists envision Heaven, Hell, the Apocalypse, and the Last Judgment? How did visual representations of damnation and salvation change during the medieval period? Students analyze a variety of media (sculpture, paintings, mosaics, tapestries, stained glass, illuminated manuscripts, etc.) in order to gain a deeper understanding of the important and complex roles that concepts of judgment, damnation, and salvation played in the daily lives and visual environments of medieval Christians. Open to first-year students. Enrollment limited to 30. E. Woodward.Concentrations
This course is referenced by the following General Education Concentrations
CMS s50. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study during a Short Term. Normally offered every year. Staff.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
CMS s51B. Studying the Field: Race, Reception, and the Modern Creation of the Ancient and Medieval Past.
Through direct participation and research, students in this curricular innovation course play a foundational role in designing a new semester-length course in classical and medieval studies centered on building an antiracist, anticolonial understanding of the field. The course under development aims to introduce students to the ways in which the study of the classical and medieval worlds was constructed alongside, and as an integral part of, modern systems of colonialism, racism, and white supremacy. It aims, likewise, to provide students with the tools necessary to understand, critique, and improve these fields of study. Please note: This course has an extra cost of $185. New course beginning Short Term 2022. Enrollment limited to 8. Instructor permission is required. One-time offering. G. Gillies, M. Tizzoni.Greek
Latin
Ancient Greek and Latin
The study of ancient Greek and Latin language is an important component of the major in classical and medieval studies. Ancient languages are the royal road to a complicated and vital past which, for better or worse, still haunts our present. In addition, the study of ancient Greek and Latin language has practical and professional benefits. Graduate programs in English and modern languages, for example, frequently require reading knowledge of either ancient Greek or Latin, and professional programs in law and medicine often favor applicants who have studied an ancient language. Studying either ancient Greek or Latin not only offers insight into English vocabulary but also leads to understanding how languages work and hence to improving one's own writing skills and logical thinking.
First-year students with backgrounds in ancient Greek and Latin should consult with faculty on arrival on campus to determine their course level for enrollment. Courses at the 200 and 300 levels have been created for second-, third-, and fourth-year students. Students who have had only one year of college-level ancient Greek or Latin at Bates or the equivalent at another institution should register for the 200-level course. All other students should register for the 300-level course. During some semesters, second-year students may meet separately from upper-division students. In other semesters, students meet collectively for two of three classes per week and divide into smaller groups to accommodate their individual needs. All courses focus on improving language skills (developing vocabulary, increasing reading comprehension, and learning meter if appropriate) as well as exploring the historical context of the author(s) studied.
Minor
A minor in ancient Greek or Latin requires a minimum of six courses in ancient Greek or Latin and one course in translation from among the following:CM/HI 100. Introduction to the Ancient World.
CM/HI 102. Medieval Worlds.
CM/HI 108. Roman Civilization: The Republic.
CM/HI 112. Ancient Greek History.
AV/CM 251. The Age of the Cathedrals.
AV/CM 252. Art of the Middle Ages.
A student may petition to have up to three comparable courses, completed at institutions either in the United States or abroad, apply toward the minor. These may include one course in translation as well as language courses. Majors in classical and medieval studies may pursue a minor only in the ancient language not used to fulfill their major requirements.
Advanced Placement Courses
Advanced Placement courses may not be applied toward the minor.Greek Courses
CoursesGRK 101. Elementary Ancient Greek I.
The objective of the course, the first half of a yearlong sequence, is to begin a study of ancient Greek as a foundation for upper-level reading courses. It covers the basics of grammar, syntax, and vocabulary building. Students learn to read Greek sentences and passages and to translate from English into Greek. During the early stage much learning by rote of forms and rules is necessary, but students find that Greek is a structured and beautiful language, and the pleasure of reading "in the original" is inestimable. Enrollment limited to 19. Normally offered every year. [HS] D. O'Higgins, Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 102. Elementary Ancient Greek II.
A continuation of GRK 101, and designed to be taken in the same academic year, this course develops the understanding of Greek syntax. By the end of the year students are competent to read extended passages of classical Greek. Prerequisite(s): GRK 101. Not open to students who have received credit for GRK s10. Normally offered every year. [HS] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 201. Classical Prose.
Called the "age of enlightenment," classical Greece witnessed the invention of democracy, philosophy, and medicine, to name but a few. Students read Plato, Thucydides, Demosthenes, or Lysias in order to understand how and why the Greeks created these disciplines and institutions. Prerequisite(s): GRK 101 and 102. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. [AC] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 202. Classical Poetry.
From Oedipus' self-blinding to the trial of a cheese grater, Athenian tragedies and comedies portray the human condition and the Athenian political world. Students read the works of the comedians, Aristophanes and Menander, and the tragic poets, Aeschylus, Sophocles, and Euripides, who dramatized and satirized the human condition. Prerequisite(s): GRK 101 and 102. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 203. Prose about Archaic Greece.
As the population exploded in archaic Greece, so did political, social, religious, and cultural institutions. The Persians invaded Greece, the Olympics were inaugurated, tyrants were overthrown, and law courts were invented. Students examine these momentous events in archaic authors such as Herodotus and Antiphon or in later writers such as Plutarch and Pausanias. Prerequisite(s): GRK 101 and 102. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. [AC] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 204. Poetry from Archaic Greece.
Homer sang about Troy's destruction and Odysseus' travels; Hesiod, about the birth of gods and his cheating brother. Sappho praised the power of Aphrodite; Alcaeus, the power of wine. Students explore how the poets in archaic Greece sang about their lives and their world. Prerequisite(s): GRK 101 and 102. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. [AC] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 301. Classical Prose: Advanced.
This course covers the same material as GRK 201 but is designed for students who have completed two or more years of college-level Greek. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. [AC] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 302. Classical Poetry: Advanced.
This course covers the same material as GRK 202 but is designed for students who have completed two or more years of college-level Greek. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 303. Prose about Archaic Greece: Advanced.
This course covers the same material as GRK 203 but is designed for students who have completed two or more years of college-level Greek. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. [AC] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 304. Poetry from Archaic Greece: Advanced.
This course covers the same material as GRK 204 but is designed for students who have completed two or more years of college-level Greek. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. [AC] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
GRK 360. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. Normally offered every semester. Staff.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
GRK s10. Elementary Ancient Greek II.
A continuation of GRK 101, and designed to be taken in the same academic year, this course develops the understanding of Greek syntax. By the end of the academic year, students are competent to read extended passages of classical Greek. Prerequisite(s): GRK 101. Not open to students who have received credit for GRK 102. Open to first-year students. Enrollment limited to 29. [HS] D. O'Higgins, L. Maurizio.Concentrations
This course is referenced by the following General Education Concentrations
Latin Courses
CoursesLATN 101. Elementary Latin I.
A humanistic introduction to classical Latin vocabulary, forms, and syntax, with special emphasis on reading the actual words of ancient authors. Relations to English grammar and etymology are stressed. The course concentrates on Latin-English translation, with some English-Latin composition. Latin 101 is not open to students with two or more years of Latin in secondary school. Enrollment limited to 19. Normally offered every year. [AC] [CP] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 102. Elementary Latin II.
A continuation of LATN 101. Enrollment limited to 19. Normally offered every year. [AC] [CP] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 201. Introduction to Latin Prose.
Introduction to the study of Latin prose from the Republic to the Middle Ages. Prerequisite(s): LATN 101 and 102. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 202. Introduction to Latin Poetry.
Introduction to the study of Latin poetry from the Republic to the Middle Ages. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 203. Republican Prose.
The Roman Republic was imagined to be the result of fratricide and rape. Caesar crossed the Rubicon and Cicero's hands and ears were cut off and then hung in the Forum. The course explores the social, political, and religious foundations as well as the violence of the Roman Republic through the eyes of authors such as Livy, Cato, Cicero, Sallust, and Caesar. Prerequisite(s): Latin 101 and 102. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 204. Republican Poetry.
Why do slaves always have the leading roles in Roman comedy? Was Aeneas pious or power-hungry? Did Lesbia really have 300 lovers? The Roman Republic was explained, celebrated, criticized, and ignored in the works of its poets. The course answers why and how through a study of such writers as Plautus, Catullus, Virgil, and Horace. Prerequisite(s): Latin 101 and 102. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 301. Prose of the Empire.
The persecution of Christians, the eruption of Mount Vesuvius, and Nero's fiddle are topics of the diverse literature of the Roman Empire. Students read letters, philosophical treatises, histories, and novels from the likes of Tacitus, Seneca, Pliny, and Suetonius. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 302. Poetry of the Empire.
From Ovid's fables of women turning into trees to Lucan's descriptions of battles and Seneca's drama of Thyestes who feasts on his sons, the tumultuous events of the Roman Empire find strange expression in the poets who could not write openly about the cruelties of their emperors. Students read the works of Ovid, Seneca, Lucan, Statius, and Martial. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 303. Republican Prose.
The Roman Republic was imagined to be the result of fratricide and rape. Caesar crossed the Rubicon and Cicero's hands and ears were cut off and then hung in the Forum. The course explores the social, political, and religious foundations as well as the violence of the Roman Republic through the eyes of authors such as Livy, Cato, Cicero, Sallust, and Caesar. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. [AC] [HS] Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 304. Republican Poetry.
Why do slaves always have the leading roles in Roman comedy? Was Aeneas pious or power-hungry? Did Lesbia really have 300 lovers? The Roman Republic was explained, celebrated, criticized, and ignored in the works of its poets. The course answers why and how through a study of such writers as Plautus, Catullus, Virgil, and Horace. May be repeated for credit with permission of the instructor. Open to first-year students. Enrollment limited to 19. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 360. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. Normally offered every semester. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
LATN 365. Special Topics.
Designed for the small seminar group of students who may have particular interests in areas of study that go beyond the regular course offerings. Periodic conferences and papers are required. Instructor permission is required.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
LATN s50. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study during a Short Term. Normally offered every year. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)