In this course we will examine, and learn how to write about, the role of Ancient Greece and Rome in American film and culture. Preliminary steps in this study will involve introductions to various historic eras of the ancient Greco-Roman world as well as important elements of ancient culture. Our emphasis will, however, not be analysis of antiquity itself but rather of American engagement with that antiquity, particularly in film. From reflections of ancient Rome in Star Wars to the adaptation of Greek comedy in Spike Lee’s Chiraq, we will examine not just how antiquity permeates American culture, but how popular art creatively and critically engages with Classical traditions. We will also consider engagement with Classical antiquity in some non-cinematic media as well, such as the graphic novel and even the architecture of the city of Chicago. Through writing and research assignments students will hone their ability to interpret and explain the role of Classical traditions in the modern world.

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In this course we will study the myths of the ancient Greeks through the reading of ancient texts themselves, in translation. We will begin by studying Greek myth broadly, focusing on our very earliest texts, and then gradually narrow our focus to mythology in Classical Athens. The legacy of Greek mythology is timeless yet the myths themselves grew out of unique times and a unique culture so we will work to understand these myths within their original contexts, yet we will also keep our eye on uses of Greek mythology in the modern world, including in contemporary Chicago.

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Sophocles’ plays, including Antigone and Oedipus, are enmeshed in conflicts sparked by Athens’ new democracy: aristocrats vs. democrats, philosophy vs. religion, freedom vs. control, controversies regarding women, foreigners, and slaves. We shall study the seven surviving plays and different major social and political issues facing Athens’ classical democracy. Except on one issue (personal freedom), Sophocles seems mostly to have written on the right side of history and liberal democratic values, which is why so many read him still.

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This course, the first of the second-year Greek series, is designed to build fluency in reading Greek as students transition from the study of Greek grammar to Greek literature. This course will introduce students to the Greek New Testament, particularly the gospels, as we investigate how this unique genre functions. We will focus on the book of Mark, but our goal will be to develop enough proficiency that students will be capable of reading the other gospels at their will. While reading significant portions of Mark we will also begin a thorough review of elementary Greek grammar.

Some brief readings from the Greek classical period will be included as well, both to highlight the uniqueness of the prose styles employed in each period, and to prepare students for the transition into Greek 201-2.

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Elementary Latin is a year-long course designed to provide students with the basic skills for reading, understanding, and translating both Latin prose and poetry. It helps lay the foundation for further study of Latin literature, as well as Medieval Latin, Renaissance Latin, and other Romance languages.

In the first quarter of the sequence students acquire knowledge of the essential grammar of the Latin language and basic Latin vocabulary, and develop an ability to read, understand, and translate simple passages in both adapted and unadapted Latin. In addition, the course provides an introduction to Roman culture, civilization, and history.

Tuesdays, Wednesdays and Thursdays will be devoted to grammar explanations, syntax and translation exercises. Students will prepare exercises and reading selections in advance of class and will be called on regularly to present results and to answer questions regarding grammar and vocabulary. On Mondays, students will take weekly quizzes and work on sight translation exercises.

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