The concentration in Ancient Studies is a site for two different types of intellectual projects: the comparison of two or more ancient cultures along some general thematic problem or theme that they share (e.g., the effects of urbanization); or the study of cultural interrelation or interaction between one or more ancient cultures in the same historical period (e.g., the competition and collaboration of Greek and Persian cultures in western Anatolia in the fifth century B.C.E.). The category "ancient cultures" is defined with different chronological parameters in different areas: in Africa, the Mediterranean basin, Mesopotamia, and South Asia, "ancient" means pre-Islamic; in East Asia, "ancient" means pre-Song Dynasty; and in South and Central America, "ancient" means pre-Columbian.

The concentration requires twelve courses on two or more different ancient cultures and the B.A. seminar (Ancient Studies 29800) in which students complete a B.A. paper. Of the twelve courses, three must be in an ancient language and one must be the Ancient Studies Seminar (Ancient Studies 27100). This seminar is offered annually on a changing thematic topic of relevance to most of the ancient cultures studied in the program. Examples include "The Introduction of Writing and Literacy," "The Power of Images," and "Imperial Systems: Center and Periphery."

Concentration

B.A. Paper. Candidates for the Bachelor of Arts degree in the Ancient Studies concentration are required to write a substantial B.A. paper. The purpose of the B.A. paper is to enable concentrators to improve their research and writing skills and to give them an opportunity to focus their knowledge of the field upon an issue of their own choosing. By the fifth week of spring quarter of the third year, concentrators must submit to the Director of Ancient Studies a short statement proposing an area of research. This statement must be approved by a member of the Ancient Studies core faculty (see following section) who agrees to be the supervisor of the B.A. paper. At the same time, concentrators should meet with the preceptor of the B.A. seminar to plan a program of research.

During autumn quarter of the fourth year, concentrators are required to register for the B.A. seminar. During the seminar they discuss research problems and compose preliminary drafts of their papers. They are expected to exchange criticism and ideas in regular seminar meetings with the preceptor and with other students writing papers, as well as to take account of comments from their faculty readers. The grade for the B.A. seminar is identical to the grade for the B.A. paper and, therefore, is not reported until the B.A. paper has been submitted in the spring quarter. The grade for the B.A. paper depends on participation in the seminar as well as on the quality of the paper.

The deadline for submitting the B.A. paper in final form is Friday of fifth week of spring quarter. This deadline represents the final, formal submission, and students should defend substantial drafts much earlier. Copies of the paper are to be submitted both to the faculty supervisor and to the seminar preceptor. Students who fail to meet the deadline may not be able to graduate in that quarter and will not be eligible for honors consideration.

Honors. Honors will be awarded to any student with a 3.0 or better cumulative grade point average overall, a 3.5 or better cumulative grade point average in the concentration, and a grade of A on the B.A. paper.

Advising. Each student will have a program adviser who is a member of the core faculty (see following section). The program adviser will, in many cases, become the supervisor for the B.A. paper. By spring quarter of their second year, each student is expected to have designed a program of study and to have submitted it to his or her program adviser and the Director of Ancient Studies. There are no specific requirements about the distribution of the eight main courses, beyond limiting them to courses cross listed as Ancient Studies courses, and beyond the stipulation that two or more different cultures must be studied and that there be no more than five courses in the same culture. Individual program advisers and the Director of Ancient Studies will see to it that each student is exposed to as many as possible of the methodologies or areas of evidence that are generally summarized above as "history, law, philosophy, language, literature, religion, art, or archaeology." Courses in ancient languages beyond the program requirement can be used to meet both course and distribution requirements. General education sequences cannot, however, be used to meet course requirements in this area, but they can (upon appeal to the Director of Ancient Studies) be used to meet the distribution requirement that two or more ancient cultures be studied.

Grading. Courses may be taken on a P/N or P/F basis, with the permission of the individual instructor, except that students concentrating in Ancient Studies must receive letter grades in all courses aimed at meeting the requirements of the degree program.

20200. Ancient and Medieval Political Thought (=ANST 20200, CLAS 30300, CLCV 20300, PLSC 31600). This course provides an upper-level survey of political thought from Homer to Augustine, with central emphasis falling on the sophists, Plato, Aristotle, Cicero, Seneca, and Augustine. We investigate, among other topics, these thinkers' accounts of the origins, nature, and problems of human sociality; their diverse theories of justice; and their varying efforts to draw connections between ethical and political reasoning or between morality and law (whether mortal or divine); as well as their different stresses on utopian and realist approaches to political thought. D. Allen. Winter.

20500. Ancient Empires and Imperialism (=ANST 20500, CLAS 20500, CLCV 20500). PQ: Knowledge of ancient history not required. The Near Eastern and Mediterranean empires of antiquity were the earliest large-scale complex state formations in world history. This comparative analysis of a series of case studies, from Mesopotamia and Iran to Greece and Rome, focuses on key questions: Why and how did empires begin, how were they maintained, and how and why did they end? What ideology drove the rulers to expand? What was the role of religion? How did rulers and the ruled collaborate or clash? How did subjects respond to imperial control? Drawing on recent sociological theories of empire, we review diverse primary sources from textual testimony of imperial ideology to archaeological remains and discuss modern scholarship. W. Scheidel. Spring.

20600. Ancient Slavery (=ANCM 20600, ANST 20600, CLAS 20600, CLCV 20600). PQ: Some knowledge of the history of ancient civilization (at the level of HIST 13100) helpful; knowledge of ancient languages not required. Ancient Greece and Rome were two of the few genuine "slave societies" in world history. Following a cross-cultural survey designed to situate and define ancient slavery within the wider context of world slavery, we concentrate on three key aspects: exploitation (the economy of slavery); accommodation, resistance, and rebellion (the ways in which slaves and owners lived and dealt with bondage); and ideology (the intellectual engagement with the values and contradictions of slavery, from Aristotle's notorious doctrine of "natural slavery" up to early Christian teachings). We discuss ancient sources in conjunction with samples of the most influential modern scholarship. We also highlight similarities and differences between ancient and later forms of slavery. Texts in English. W. Scheidel. Spring.

20700-20800. Ancient Mediterranean World I, II (=ANST 20700-20800, CLCV 20700, HIST 16700). This sequence meets the general education requirement in civilization studies. Not offered 2001-02; will be offered 2002-03.

21100. Greek Tragedy and Its Influences (=ANST 21100, CLAS 31100, CLCV 21100, GSHU 20400/30400). This course is an introduction to Greek tragedy that examines the evolution of tragic drama from the fifth century B.C. in Athens to the first century A.D. in Rome. Attention is given to the production of plays and to theories of tragedy, including that of Aristotle, as well as to the influence of Attic tragedy on the development of comic drama. Selected works of the modern theater (e.g., plays by Racine, Sartre, Fugard, and Soyinka) are studied as interpretations of the forms and themes of ancient tragedy. L. Slatkin. Winter.

21200. History and Theory of Drama I (=ANST 21200, CLAS 31200, CMLT 20500/30500, ENGL 13800/31000, GSHU 24200/34200). May be taken in sequence with ENGL 13900/31100 or individually. This course is a survey of major trends and theatrical accomplishments in Western drama from the ancient Greeks through the Renaissance: Aeschylus, Sophocles, Euripides, Aristophanes, medieval religious drama, Marlowe, Shakespeare, and Jonson, along with some consideration of dramatic theory by Aristotle, Horace, Sir Philip Sidney, and Dryden. The goal is not to develop acting skill but, rather, to discover what is at work in the scene, and to write up that process in a somewhat informal report. Students have the option of writing essays or putting on short scenes in cooperation with other members of the class. End-of-week workshops, in which individual scenes are read aloud dramatically and discussed, are optional but highly recommended. D. Bevington, D. N. Rudall. Autumn.

21300-21400-21500. History of the Ancient Near East I, II, III (=ANST 21300-21400-21500, NEHT 20100-20200-20300). This sequence meets the general education requirement in civilization studies. This sequence surveys the history of the ancient Near East from ca. 3400 B.C. to the death of Alexander the Great (323 B.C.). Areas covered include Mesopotamia, Anatolia, Syria-Palestine, Iran, and Egypt. Staff. Autumn, Winter, Spring.

21700. Archaeology for Ancient Historians (=ANCM 31700, ANST 21700, CLAS 31700, CLCV 21700, HIST 20900/39800). This course is intended to be not an introduction to classical archaeology but a methods course illuminating the potential contribution of material cultural evidence to ancient historians while at the same time alerting them to the possible misapplications. Theoretical reflections on the relationship between history and archaeology are interspersed with specific case studies from the Graeco-Roman world. J. Hall. Autumn.

22000. The Economy of Ancient Rome (=ANST 22000, CLAS 32500, CLCV 22500, ECON 22000, HIST 21000, NTEC 32900). The course begins with a brief introduction to Roman Imperial history and then considers the following topics: agrarian production, the economic consequences of urbanization, the types of labor including slaves, the consequences of urbanization, the legal institutions for business and investment, and the economic consequences of the demographic structure. Class format includes lecture and discussion of ancient texts. R. Saller. Winter.

22100. The Book in the Ancient World (=ANST 22100, CLAS 33900, CLCV 23900). This course traces the adaptation by people living under the Roman empire to the ever-widening use of books. Topics covered include the way ancient books were made and the influence that the book format exerted on literary forms such as poetry collections, anthologies, and acrostics. Problems such as circulation and storage, plagiarism, and censorship are also considered. P. White. Spring.

22200-22300-22400. Elementary Akkadian I, II, III (=AKKD 20100-20200-20300, ANST 22200-22300-22400). This three-quarter sequence covers the elements of Babylonian grammar and the cuneiform writing system with reading exercises in Old Babylonian text (ca. 1900 to 1600 B.C.E.), such as the Laws of Hammurabi. W. Farber. Autumn, Winter, Spring.

22500. Greek Revolution Revisited: Rethinking Naturalism (=ANST 22500, ARTH 20200/30200, CLAS 28900, CLCV 28900). R. Neer. Winter.

25500/35500. Sex in Traditional China (=ANST 25500/35500, CHIN 35500/35500, EALC 25500/35500). This course examines aspects of sex in traditional Chinese culture. Topics include the conception of gender, sex and politics, sexual practice and physical cultivation, and erotic culture. D. Harper. Spring.

25700. Topics in Early Chinese History (=ANST 25700, CHIN 27100, EALC 27100). This course focuses on the cultural history of China's Western Zhou dynasty (1045-771 B.C.). Through examinations of both the literary record (both traditional and newly discovered) and the material remains of the period, we consider such questions as the nature of the state, the interplay between politics and ritual, and the development of literature. Texts in English. E. Shaughnessy. Winter.

27100. Ancient Studies Seminar: Religion and Science in Ancient Civilizations (=ANST 27100, CLCV 27100). Focusing on the interplay between religion (including magic and divination) and "scientific knowledge" in several ancient civilizations, the seminar explores the nature of ancient scientific knowledge and addresses issues in modern research on ancient religion and science. D. Harper. Spring.

27500. Art and Archaeology of the Near East IV: The Archaeology of Palestine and Syria (=ANST 27500, NEAR 20400). This course surveys the archaeology of ancient Palestine and Syria (encompassing the territory of modern Israel, the West Bank, Jordan, Lebanon, and western Syria) from the Paloeotithic period to the Roman era, with emphasis on the culture of ancient Israel. D. Schloen. Autumn.

27800. Aristotle's Politics (=ANST 27800, CLAS 37800, CLCV 27800, FNDL 24000). This course involves a close reading of Aristotle's Politics, with special attention to the relationship of the individual to the community. Among the questions considered are: What does morality have to do with politics? What is the relationship of the family to the state? What is the best state? How much inequality is tolerable? What is wrong with slavery? Is empire ever justified? What is the best system of education? E. Asmis. Spring.

29700. Reading Course. PQ: Consent of faculty sponsor and director of undergraduate studies. Students are required to submit the College Reading and Research Course Form. Staff. Autumn, Winter, Spring.

29800. B.A. Seminar. This seminar is designed to teach students research and writing skills necessary for writing their B.A. paper. Lectures cover classical bibliography, research tools, and electronic databases. Students discuss research problems and compose preliminary drafts of their B.A. papers. They are expected to exchange criticism and ideas in regular seminar meetings with the preceptor and with other students writing papers, as well as to take account of comments from their faculty readers. The grade for the B.A. Seminar is identical to the grade for the B.A. paper and, therefore, is not reported until the B.A. paper has been submitted in the spring quarter. The grade for the B.A. paper depends on participation in the seminar as well as on the quality of the paper. D. Cromley. Autumn, Winter.