Catalog
Classical and Medieval Studies
Professors Baker (Religious Studies), Corrie (Art and Visual Culture), Federico (English), Jones (History), and O'Higgins (Classical and Medieval Studies, chair); Associate Professors Imber (Classical and Medieval Studies) and Maurizio (Classical and Medieval Studies); Assistant Professor Akhtar (Religious Studies), Senior Lecturer Walker (Classical and Medieval Studies); Lecturer Cameron (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 themselves to read and assess texts in the relevant ancient languages. The program is distinctive in both linking the study of classical antiquity with that of the medieval worlds and in its geographic scope. It embraces as classical antiquity the ancient Mediterranean as a whole, including North Africa, Crete, and Sicily, as well as the many cultures that composed "Greece" and "Rome." The medieval world includes Islamic and Viking civilizations as well as the great cathedral builders of northern Europe and the full extent of the Byzantine Empire and its border states. Students are encouraged to study abroad in selected programs in order to appreciate 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 (Greek or Latin) should obtain permission from the classical and medieval studies program committee before the course of study.
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:
AV/CM 251. The Age of the Cathedrals.
AV/CM 252. Art of the Middle Ages.
CM/EN 103. Introduction to Classical and Medieval Studies.
CM/HI 100. Introduction to the Ancient World.
CM/HI 102. Medieval Worlds.
CM/HI 108. Roman Civilization: The Republic.
CM/HI 109. Roman Civilization: The Empire.
CM/HI 112. Ancient Greek History.
2) Four courses in Latin or four courses in 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 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):
AN/RE 225. Gods, Heroes, Magic, and Mysteries: Religion in Ancient Greece.
FYS 191. Love and Friendship in the Classical World.
FYS 320. Trials of Conscience.
FYS 345. Classical Myths and Contemporary Art.
FYS 472. Classical World, Analog Games.
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 the students, according to the topic of the thesis. Additional information is available on the website.
Advance Placement
AP examinations scores of four or five in Latin may be used toward the college's graduation requirement and maybe be used to help place students in Latin courses, but may not count toward the major, minor, or 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 100. 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 45. [W2] 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 (circa 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 48. Normally offered every year. M. Jones.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 103. Introduction to Classical and Medieval Studies.
This course introduces students to major topics, methods, and modes of inquiry in classical and medieval studies. By examining the transmission and reception of selected textual and material cultures of antiquity in the Middle Ages, students develop an understanding of the critical approaches that define the field. Specific topics and texts vary, but include such themes as "Images of the City" (Troy, Rome, Jerusalem, London) and "Lovers and Warriors" (Achilles, Caesar, Christ, Edward III), and are drawn from a mixed sampling of ancient poetry in translation (Homer, Virgil, Ovid, Lucan) and medieval texts either in translation (Dante, Petrarch, Boccaccio) or in manageable Middle English (Chaucer, Gower, Lydgate). Historical and archaeological evidence is studied in conjunction with literary works to emphasize current research methods in an interdisciplinary context, with ample opportunity for questioning the categories of periodicity and genre that give rise to the definitions of "classical" and "medieval" studies. [W1] Normally offered every year. S. Federico.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 800-1485, 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. S. Federico.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 60. M. Imber, 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. Enrollment limited to 60. M. Imber, 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. D. O'Higgins.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 121A. Monsters, Magicians, and Medievalism.
Medieval literature is famous for its monsters and magicians: from the dragon of Beowulf to the fairies of romance and the Merlin of the Arthur story, supernatural beings play a significant role in the plot and purpose of narratives from the Middle Ages. Likewise, in modern stories about the Middle Ages (especially Tolkien's), magicians and monsters figure prominently. This course explores the multiple meanings and effects related to this population of supernatural beings; students consider how and why such creatures appear in the texts and how they help to define the genre of medievalism. They read a number of medieval texts (in modern English translation) and a sampling of modern texts about the Middle Ages. Enrollment limited to 25 per section. [W1] S. Federico.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. Enrollment limited to 25. S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
INDC 130. Food in Ancient Greece and Rome.
Participants in this course study food in ancient Greece and Rome: the history of the food supply for agrarian and urban populations; 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 49. 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. Gender and the Body in Ancient Greece.
How did people in ancient Greece think about the categories of male and female? How did these categories intersect with others, such as social status, age, and ethnicity? This course considers issues of gender in archaic and classical Greece and looks at how Greek people thought about the body, sexuality, and "transgressive" behavior and individuals. Students analyze literary texts (in translation) as well as medical, religious, and legal evidence—inscriptional and textual—and modern scholarship. Not open to students who have received credit for CM/WS 204. Open to first-year students. Enrollment limited to 35. D. O'Higgins.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 206. Chaucer.
Reading and interpretation of Chaucer's major works, including The Canterbury Tales. All works are read in Middle English. Open to first-year students. Enrollment limited to 25. [W2] Normally offered every year. S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
INDC 208. Introduction to Medieval Archaeology.
The Middle Ages were a time of major cultural changes that laid the groundwork for Northwest Europe's emergence as a global center of political and economic power in subsequent centuries. However, many aspects of life in the period from 1000 to 1500 C.E. were unrecorded in contemporary documents and art, and archaeology has become an important tool for recovering that information. This course introduces the interdisciplinary methods and the findings of archaeological studies of topics including medieval urban and rural lifeways, health, commerce, religion, social hierarchy, warfare, and the effects of global climate change. Cross-listed in anthropology, classical and medieval studies, environmental studies, and history. Open to first-year students. Enrollment limited to 39. [S] G. Bigelow.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 209. Vikings.
The Vikings were the most feared and perhaps misunderstood people of their day. Savage raiders branded as the Antichrist by their Christian victims, the Vikings were also the most successful traders and explorers of the early Middle Ages. The Viking Age lasted for three centuries (800–1100 C.E.), and the Vikings' world stretched from Russia to North America. Study of the myth and reality of Viking culture involves materials drawn from history, archaeology, mythology, and literature. Open to first-year students. Enrollment limited to 39. M. Jones.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 60. L. Maurizio.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 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? Course renumbered as INDS 221 beginning Winter 2018. Open to first-year students. Enrollment limited to 39. A. Akhtar.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. Course cross-listed beginning Winter 2018. Not open to students who have received credit for CM/RE 221. Open to first-year students. Enrollment limited to 39. 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 39. L. Maurizio.Concentrations
This course is referenced by the following General Education Concentrations
CM/EN 225. Imagining Troy: Medieval Tales of the City.
This course examines the popular motif of ancient Troy in late medieval literature, from 1100 to 1500, in Western Europe. Topics include the representations of epic heroism and treachery, the problematics of "pagan" sensuality, and the political and social uses of Troy as a foundation for aristocratic identity and nascent ideas of nationality in the late Middle Ages. Competing narratives of Troy are studied alongside their classical and medieval sources, primarily in English, French, Welsh, Irish, and Scottish texts; Italian and German versions are also studied for comparative purposes. Prerequisite(s): one 100-level course in classical and medieval studies or English. Enrollment limited to 29. S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 226. Blood, Birds, and Belief: Religions of Rome and the Empire.
This course examines the state and personal religions of Ancient Rome from its mythic beginnings as a monarchic city state in the eighth century B.C.E. to the rise of Christianity as an imperially sanctioned religion in the fourth century C.E. The course focuses on the course is the polytheistic state religion, but it also covers many of the personal systems of belief that formed the religious environment of the Roman Empire, both inclusive and exclusive, polytheistic and monotheistic. Students examine the ancient evidence for these religious practices, the challenges presented by the surviving evidence, and recent scholarly interpretations of that evidence. Recommended background: background in Roman history or culture. Open to first-year students. Enrollment limited to 39. H. Cameron.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 235. Introduction to the Hebrew Bible.
What is the Hebrew Bible (Christianity's "Old Testament" and Judaism's "Tanakh")? How and by whom did it come to be written and compiled? This course employs a range of scholarly tools and methods for exploring the content and genres of twelve books of the Hebrew Bible — Genesis, Exodus, Leviticus, Numbers, Deuteronomy, Joshua, Judges, Ruth, 1-2 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 contemporary public discourse. Open to first-year students. Enrollment limited to 39. 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 Greek and early Christian literature. Studies of the gospels include investigation into Jesus' place in the Judaism of his day, the interpretation of Jesus' teaching in the context of the Roman Mediterranean, and the shaping of the Jesus tradition in the early Church. Topics such as the diversity of ideas about salvation, influence of Greco-Roman religious thought, the place of women in the early Church, and the formation of the early Church in its first century are covered in the study of the New Testament epistles (emphasis on the apostle Paul's epistles) and the book of Revelation. Open to first-year students. Enrollment limited to 39. C. Baker.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 240. History of Christianity: Conflict, Self-Definition, and Dominance.
This course is a study of the convictions, controversies, and conflicts by which a Jewish movement in Palestine became a worldwide religion. Students follow Christianity's development from narratives of martyrdom and persecution to a state-sponsored religion of the Roman Empire, from internal heresy and schism to the "One Great Holy and Apostolic Catholic Church." Special attention is given to regional diversity and the changing place of women in the church. Open to first-year students. Enrollment limited to 39. 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 49. [W2] R. Corrie.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. Open to first-year students. Enrollment limited to 49. [W2] R. Corrie.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. Open to first-year students. Enrollment limited to 49. [W2] R. Corrie.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. Normally offered every year. 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. Open to first-year students. Enrollment limited to 39. [W2] R. Corrie.Concentrations
This course is referenced by the following General Education Concentrations
CM/PL 271. Ancient Greek Philosophy.
A study of the basic philosophical ideas underlying Western thought as these are expressed in the writings of the Pre-Socratics, Socrates, Plato, and Aristotle. Greek thought is discussed in its historical and social context, with indications of how important Greek ideas were developed in later centuries. Open to first-year students. Enrollment limited to 29. Normally offered every year. M. Okrent, S. Stark.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 283. Rome and the East: Digitizing and Communicating History.
This course uses primary sources to introduce the expansion of Roman power into the east, the historical and cultural contexts in which that expansion took place, and the cultural changes that occurred as a result of that expansion. The course is focused not just on the collection and analysis of primary texts, but on the communication of the resulting sources and research in a public-facing digital format. Thus, some class time each week is devoted to the introduction, analysis, and discussion of various digital research and publication tools. Recommended background: some background in Roman history (CM/HI 108 or 109). Open to first-year students. Enrollment limited to 29. H. Cameron.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 301D. Decline and Fall of the Roman Empire.
Edward Gibbon's classic Decline and Fall is the most famous work of history written in English. This course uses it as an introduction to the problem of the collapse of complex, premodern societies and specifically the end of the Roman West. Changing historical explanations for the fall of Rome are a microcosm of Western historiography. Students also explore basic questions on the nature of history and historians. Not open to students who have received credit for CM/HI 390D. Enrollment limited to 15. Instructor permission is required. [W2] M. Jones.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 301I. Anglo-Saxon England.
This seminar explores the borderlands of early British history (circa 300-700 C.E.), a frontier intersection where the fragmenting Roman Empire, indigenous Celtic peoples, and the barbarian world of the North Sea clashed and mingled. The course is designed to introduce typical kinds of early medieval evidence (chronicles, poetry, genealogy, saints' lives, and archaeology), and then set a series of problems that requires application of these diverse materials to gain an answer. Enrollment limited to 15. Instructor permission is required. [W2] M. Jones.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 301J. Law and Society in Ancient Rome.
This research seminar introduces students to the range of academic skills necessary to conduct research and write scholarly papers on topics in ancient Roman law. In addition to considering the actual substance and procedures of Roman law, students explore different methodologies that consider Roman law and the relationship of Roman law to the historical and social contexts in which Roman law evolved. Prerequisite(s): CM/HI 100, 102, 108, or 109. Enrollment limited to 15. [W2] M. Imber.Concentrations
This course is referenced by the following General Education Concentrations
CM/RE 303D. Song of Songs.
In this seminar, students spend the semester deeply immersed in the Song of Songs, a book of erotic love poetry in the Bible. They explore this ancient Hebrew text in English translations, using traditional and modern scholarly methods to understand its sources, meanings, and history of interpretation. They also read it in dialogue with sacred love poetry from Hindu, Sufi, and other religious traditions. Enrollment limited to 15. C. Baker.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. Prerequisite(s): CM/EN 206. Enrollment limited to 15. [W2] S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CM/HI 345. Writing the World: An Introduction to Classical Geography.
In this course students examine the geographical texts of the classical world from Homer to late antiquity. These texts span genres from epic poetry to history to science and take diverse forms include descriptive narratives, route maps, and coordinate lists. Students consider how geographic writers imagined and constructed physical, social, economic, and political spaces; how they selected and organized data; and how the purpose of their work and their cultural perspectives influenced their texts. Enrollment limited to 15. [W2] H. Cameron.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 376. Seminar in Medieval and Renaissance Art.
This seminar examines the visual culture of Europe and the Mediterranean basin in the Middle Ages and the Renaissance. In different years the seminar focuses on specific subjects, which may include manuscript illumination, regional architecture, Crusader art, and medieval urbanism.Concentrations
This course is referenced by the following General Education Concentrations
AV/CM 376E. The Medieval Manuscript.
This course examines illuminated manuscripts from the early medieval period to the fifteenth century. Students consider manuscripts in the Byzantine world and the medieval West including Insular Gospel books, Psalters, Bibles, herbals, bestiaries, choral manuscripts, and classical texts. Themes include the relationship between text and image, issues of style and design in ornamental figures, and the construction of manuscripts as well as patronage, audience, the function of books in medieval society, and modern conservation. Enrollment limited to 15. [W2] R. Corrie.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. [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. [W3] Normally offered every year. Staff.CM/EN s14. Medieval Re-enactment: The Battle of Maldon.
This course offers the opportunity to explore the Middle Ages through creative re-enactment. An introduction to Anglo-Saxon literature is followed by a close reading of "The Battle of Maldon," a short poem commemorating the 991 battle between native Britons and an invading Viking army. Drawing on historical evidence, students create replica weapons and garb appropriate to both armies. The course concludes with a live re-enactment of the battle. Enrollment limited to 49. (Community-Engaged Learning.) S. Federico.Concentrations
This course is referenced by the following General Education Concentrations
CMS s17. Readings in the Odyssey of Homer.
The Odyssey has proved an inspiring and inexhaustible text over the centuries. This course explores the poem in detail, examining its cultural and literary context and considering modern approaches to this most enigmatic text. The course is taught in English, but students who have completed one or more years of ancient Greek are encouraged to read sections in Greek, and learn how to "perform" the poetry. Open to first-year students. Enrollment limited to 15. Staff.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
INDC s24. Shetland Islands: Archaeological Field Course.
In this course students participate in the excavation of a late medieval/early modern farmstead at Brow, Shetland (Scotland). Early settlement in Shetland was on the margin of successful medieval colonization of the North Atlantic. The Brow site is a revealing "laboratory" in which to explore the interaction of climate change and human settlement in a fragile coastal zone. A series of field trips in mainland Scotland place the Brow excavation in the wider context of settlement, environment, archaeology, and the history of Scotland and the North Atlantic. Recommended background: courses in medieval history or archaeology. Cross-listed in classical and medieval studies, environmental studies, and history. Course reinstated beginning Short Term 2018. Enrollment limited to 10. Instructor permission is required. M. Jones.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
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)
Greek
Latin
Greek and Latin
The study of 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 Greek and Latin language has practical and professional benefits. Graduate programs in English and modern languages, for example, frequently require reading knowledge of either Greek or Latin, and professional programs in law and medicine often favor applicants who have studied an ancient language. Studying either 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 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 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 Greek or Latin requires a minimum of six courses in Greek or Latin and one course in translation from among the following:AV/CM 251. The Age of the Cathedrals.
AV/CM 252. Art of the Middle Ages.
CM/EN 103. Introduction to Classical and Medieval Studies.
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.
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
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 classical 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. Normally offered every year. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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)
LATN 102. Elementary Latin II.
A continuation of LATN 101. 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)
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. 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. 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. 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. 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. 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. 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. 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. 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)