CLASSICAL STUDIES 181S: GREEK CIVILIZATION

SPRING, 2013

Greek Civilization
Reconceiving the Greek Body
Ancient Greek Civilization occupies an undeniably prominent place in the history of Western culture, and many of our most cherished institutions and idealsour political processes, our art, architecture, music, and literature, our methods of scientic inquiry and athletic competition, even the shape and mission of our universitiesderive in part from the Greeks. This course takes a thematic approach to the development of this extraordinary civilization from its beginnings in the Bronze Age through its conquest by the Romans in the second century BCE. Our theme for the Spring (2013) will be Ancient Bodies. From running to ghting to dining to dressing, the

SYLLABUS GUIDE
2 ASSESSMENTS AND EXPECTATIONS 3 COURSE TEXTS 3-4 ASSIGNMENT AND ASSESSMENT SCHEDULE 5 ACADEMIC DISHONESTY WHERE TO GO FOR HELP ACCOMMODATIONS

ancient Greeks were always especially concerned with the functioning and perfection of their bodies. This concern with human form and physiology energized their art and literature, enriched their education and philosophy, and bequeathed to us many fundamentals of the physical, biological, and medical sciences. Using ancient literary and material sources, we will examine how Greek ideas about the body inuenced thought and action in antiquity. Students will learn the outlines of ancient Greek culture and history, apply principles and concepts critically across disciplines, and produce and support original thoughts and arguments. (No prerequisites; not open to students who are taking or have taken CLST 283)
By the end of the semester...

Course Goals

Students who complete this course will possess a broad knowledge of ancient Greek history, and be able not only to periodize and recount the growth of archaic and classical Greek culture, but also to describe the nature of our evidence and analyze literary, material, and archaeological data. Moreover, students will consider how the Greeks dened and explored human bodies within this cultural framework and will explore the broader historical, sociological, political and artistic impacts of these values. Our assignments will aim to help you develop skills in analytical and argumentative writing by asking you to think critically thinking about ancient texts and objects, to examine and critique modern arguments regarding the ancient world, and to recognize and understand their impact on contemporary society.

INSTRUCTORS

JACQUES A. BROMBERG DUKE UNIVERSITY ALLEN BUILDING 366-G

LINDSEY MAZUREK DUKE UNIVERSITY EAST DUKE 111

j.brom@duke.edu Ofce Hours: T 1-3, W 9-11

CLST 181S DEPARTMENT OF C LASSICAL S TUDIES , D UKE U NIVERSITY

lindsey.mazurek@duke.edu Ofce Hours: T 10-12

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CLASSICAL STUDIES 181S: GREEK CIVILIZATION

SPRING, 2013

How to succeed in this course...

The single, most important task that will ensure your health and success in this course is to keep pace with the reading assignments. These vary in length and difficulty, and we will always alert you to an unusually long or challenging assignment. If you are having difficulty or find yourself falling behind, come

Approaching Expectations
Can reproduce the broad historical overview of the course, as presented by the instructors and the texts.
It is natural to be a little overwhelmed by the breadth and detail of the evidence, especially if this is your first (or only) course in Classical Studies at Duke. Most importantly, you have to learn the WHO, WHAT, WHEN, and WHERE of ancient Greek history and culture. These facts must come first.

Meeting Expectations
Can interpret and interrelate historical narratives, citing and discussing sources effectively.

Exceeding Expectations
Can use sources analytically and creatively to propose and support original theses.

see your instructor immediately so that

we can design a strategy to help you regain ground.

You have noticed that our sources all tell slightly different stories. WHY? Where can we look for the facts, and how can we recognize them? Start thinking about the nature and the limits of the written sources and the material evidence, as well as the role of the historian in recognizing, analyzing, and transmitting cultural data.

You know when to challenge the sources and how to supplement their omissions. But more importantly, you can use them to conceive your own historical narratives. Consider then the uses of history in fashioning, articulating, and perpetuating political ideologies. How is the idea of civilization itself ideologically charged?

Class Engagement (10%) - Besides

natural elements like daily attendance, preparation, and participation, which in a small seminar are of great and obvious importance, the engagement grade is meant to encourage you to nd and articulate your own interests in antiquity and to share these with your peers and instructors both in and out of class.

Quizzes (20%) - You will also be assessed on

your familiarity with course readings and basic factual knowledge of Greek history during bi-weekly multiple choice quizzes. These quizzes will be short and straightforward, and you will take them on Sakai. Procedures and expectations will be explained in class.

Short Paper (15%) -

For the rst short paper, you will be given a choice of essay prompts (focusing on on historical, literary, and archaeological issues) to guide your writing, and you will be asked to choose a prompt and produce 4-6 pages on the topic. These papers are meant to offer you an opportunity to analyze texts and objects according to your own interests and in further depth than in lecture or class discussion. Your essays will be graded on the strength of the thesis and the argument you use to support it, and the degree to which you demonstrate understanding of the courses key concepts and materials, and engage critically with your evidence. As always, you are required to follow the Duke Community Standard and standard rules of plagiarism in completing your assignments (see below for references). It is your responsibility to familiarize yourself with these rules and follow them closely. Fuller guidelines and detailed rubric to follow.

Athens 403 Game (30%) - See Game

Addendum.

Final Exam (25%) - The midterm will be

taken during the sixth week of classes (see your classes concordance sheet for exact dates), and will consist of slide IDs, term IDs, and short essays. The nal exam will take place on Monday, April 29th from 9AM-12 PM. This exam will consist of slide IDs, term IDs, and longer essays covering thematic questions. Instructors will distribute review sheets for both exams. Please be aware that Duke has strict policies regarding nal exams: we are unable to offer you a makeup unless we have prior permission from your dean. If you have 3 nal exams in a row, you may apply to your dean to reschedule one of the exams. Duke policy requires that an unexcused absence from a nal examination result in a grade of F for the course.

CLST 181S DEPARTMENT OF C LASSICAL S TUDIES , D UKE U NIVERSITY

Missed assessments can only be rescheduled with instructor approval, and are subject to a full latter-grade penalty. Please, communicate and substantiate your need to miss a

DEPARTMENT CLASSICAL STUDIES OF CLASSICAL 181S: GREEK STUDIES CIVILIZATION | BIO SCI
063, WF @ 10:05-11:20

SPRING, FALL, 2012 2013

COURSE TEXTS:

OHG = John Boardman, Jasper Grifn, and Oswyn Murray, Oxford History of Greece and the Hellenistic World, Second Edition (Oxford) ISBN 0195372352 Iliad = R. Lattimore trans., The Iliad of Homer, with introduction by R. Martin (Chicago) ISBN 0226470498 Aeschylus = P. Burian ed., A. Shapiro trans., The Complete Aeschylus: Volume I: The Oresteia (Oxford) ISBN 0199753635 Herodotus = Robert B. Strassler, The Landmark Herodotus: The Histories (Anchor) ISBN 1400031146 Aristophanes = J. Henderson trans., Aristophanes: Acharnians, Lysistrata, Clouds (Focus) ISBN 0941051583
Any other course readings will be distributed in class and/or posted to Sakai.

Reading and Assessment Schedule

Reading assignments are due and will be discussed on the day listed
Week 1 Welcome! Weeks 2-3 Homeric Bodies W 1/9, Th 1/10: Course Introduction M 1/14, Tu 1/15: Iliad 1,

and Syllabus

2.1-483, 3, 6; Pomeroy et al. pp. 12-22 (online) W 1/16, Th 1/17: Iliad 9, 16, 18; Higgins pp.74-102 (online)
M 1/21, Tu 1/22: No Class,

Martin Luther King J. Holiday Weekend W 1/23, Th 1/24: Iliad 22, 23, 24; OHG 13-47

CLST 181S DEPARTMENT OF C LASSICAL S TUDIES , D UKE U NIVERSITY

GREEK HISTORY DEPARTMENT CLASSICAL STUDIES OF

CLASSICAL 181S: GREEK STUDIES CIVILIZATION | BIO SCI
063, WF @ 10:05-11:20

SPRING, FALL, 2012 2013

Week 4-5 Sparta and Athens

M 1/28, Tu 1/29: Dark

Age archaeology; Hanson pp.125-176 (online) W 1/30, Th 1/31: Greek sanctuaries (TBA); OHG pp.306-329
M 2/4, Tu 2/5: Plutarch,

Lives of Lycurgus and Solon (online) W 2/6, Th 2/7: OHG 107-125; Smith pp. 83-129 & selected lyrics (online)
Week 6 Greek Tyranny Week 7-8 Persian Wars M 2/11, Tu 2/12: Herodotus W 2/13, Th 2/14: Rhodes M 2/18, Tu 2/19: OHG

Book 1, Appendices A, I, and L

pp. 42-88 OR Hurwit 99-137 (online)

pp. 142-177 W 2/20, Th 2/21: Herodotus Book 2; Gruen pp. 67-85 (online)
M 2/25, Tu 2/26: Herodotus

Books 5-6 W 2/27, Th 2/28: Herodotus Books 7-9 First Papers Due in assigned sections (W 2/27, Th 2/28)
Week 9 Athenian Empire M 3/4, Tu 3/5: Aeschylus,

Agamemnon & Eumenides; OHG pp. 177-214 W 3/6, Th 3/7: OHG pp. 240-277
M 3/11, Tu 3/12: Hurwitt & Niels

pp.177-197 (online) W 3/13, Th 3/14: Thucydides Book 1

Week 10 SPRING BREAK Weeks 11-12 Peloponnesian War M 3/18, Tu 3/19: Spring Break

- Read Game Book and Republic W 3/20, Th 3/21: Spring Break - Read Game Book and Republic
M 3/25, Tu 3/26: Thucydides

Books 2-3, Discussion of Republic

W 3/27, Th 3/28: Aristophanes, Lysistrata;

Davidson pp.139-182 (online) M 4/1, Tu 4/2: Aristophanes, Clouds; OHG pp.277-306

First Game Papers Due in assigned sections (M 4/8, Tu 4/9)

Week 13 Athens 403: Part I W 4/3, Th 4/4: Game Session M 4/8, Tu 4/9:

1: Reconciliation Agreement

Game Session 2: Legislative Session 1 W 4/10, Th 4/11: Game Session 3: Legislative Session 2

Second Game Papers Due in assigned sections (Week 14)

Week 14-15 Athens 403: Part II M 4/15, Tu 4/16:

Game Session 4: Legislative Session

W 4/17, Th 4/18: Game Session

5, begin Game Postmortem Discussion M 4/22, Tu 4/23: Platos Apology, Game Postmortem Discussion

FINAL EXAM (Monday, 4/29 9am-12pm, place TBA )

CLST 181S DEPARTMENT OF C LASSICAL S TUDIES , D UKE U NIVERSITY

ANCIENT GREEK CLASSICAL STUDIES HISTORY 181S:

GREEK CIVILIZATION

SPRING, TERM, YEAR 2013

Academic Dishonesty
from Student Affairs Website: Student Conduct: Policies
Lying is communicating untruths or misrepresentations in order to gain an unfair academic or employment advantage. [Wording adopted from the Duke Fuqua School of Business code.] It includes, but is not limited to: falsifying information on a rsum; misrepresenting ones own research; providing false or misleading information in order to be excused from classes or assignments; or intentionally underperforming on a placement exam. Cheating is the act of wrongfully using or attempting to use unauthorized materials, information, study aids, or the ideas or work of another in order to gain an unfair advantage. It includes, but is not limited to: plagiarism on any assignment; giving unauthorized aid to another student or receiving unauthorized aid from another person on tests, quizzes, assignments or examinations; using or consulting unauthorized materials or using unauthorized equipment or devices on tests, quizzes, assignments or examinations; altering or falsifying any information on tests, quizzes, assignments or examinations; using any material portion of a paper or project to fulll the requirements of more than one course unless the student has received prior faculty permission to do so; working on any examination, test, quiz or assignment outside of the time constraints imposed; the unauthorized use of prescription medication to enhance academic performance; submitting an altered examination or assignment to an instructor for regrading; or failing to adhere to an instructors specic directions with respect to the terms of academic integrity or academic honesty. Plagiarism occurs when a student, with intent to deceive or with reckless disregard for proper scholarly procedures, presents any information, ideas or phrasing of another as if they were his/her own and/or does not give appropriate credit to the original source. Proper scholarly procedures require that all quoted material be identied by quotation marks or indentation on the page, and the source of information and ideas, if from another, must be identied and be attributed to that source. Students are responsible for learning proper scholarly procedures. The term assignment includes any work, required or volunteered, submitted for review, academic credit, and/or disciplinary sanction. All academic work undertaken by a student must be completed independently unless the faculty member or other responsible authority expressly authorizes collaboration with another. Stealing is the act of intentionally taking or appropriating the property of another, including academic work, without consent or permission and with the intent to keep or use the property without the permission of the owner or the rightful possessor.

Help & Resources

If you are confused or have questions:
1. Submit an anonymous inquiry Obviously the easiest way to make your issue known without any blame or credit. You will have the opportunity at the beginning of every class to submit questions anonymously, the most polite and/ or pressing of which I will answer immediately (if possible). 2. Raise your hand You are encouraged to interrupt us at any point during any lecture, especially to ask me to slow down or to repeat or clarify something Ive said. Dont be shy! The only question we can never answer is the one we fail to ask. 3. Make an appointment We are easily reachable by e-mail or telephone, and we always welcome these inquiries. Even if you havent made an appointment, if you are in Allen or East Duke and have a few minutes, please feel free to stop in for a chat. 4. Use online resources On Sakai, we have affixed, under the syllabus, links to a useful websites on ancient Greek history and related topics.

Accommodations
If you have a documented disability, and you need a reasonable accommodation made for you in this course, please dont keep it to yourself! Consult with me right at the start of the course so we can design a solution that will help you be successful.

This information and further details are available from Student Affairs and from Duke Libraries.

CLST 181S DEPARTMENT OF C LASSICAL S TUDIES , D UKE U NIVERSITY

ADDENDUM: CONCERNING ATHENS 403

SPRING 2013

Athens 403: The Threshold of Democracy

This semester, students will engage in a historical role playing game that examines Athens at a formational moment in the development of democracy. Through playing Athens 403, students will engage critically with historical sources, experiment with the institutions of Athenian government and law, and examine Athenian history as the outcome of multiple social, legal, historical, and political factors. Playing the Game Students will be assigned roles by their professors. Each role has a dened historical purpose and set of victory objectives. Most students will be assigned to a faction. Simply put, students will win the game by achieving as many of their victory objectives as possible. In order to do so, however, students must persuade other members of the Athenian Boule to vote for their victory objectives. Students will do so through two speeches given in the assembly (each 33% of the students Athens 403 grade) and participation in class debates (34% of the students Athens 403 grade). Speeches Every student is required to present two prepared speeches as part of the game. These speeches should be 5-10 minutes in length (3-5 double spaced pages), and use evidence from the historical and literary sources we have covered in class in order to persuade other members of the Boule to vote with you. These speeches should be impassioned and well-reasoned, much like the speeches real Athenians would

have made in the Boule. These speeches should propose, support, or oppose legislation according to the topics outlined on pages 18-19 in your game book. You will post a pdf of your speech (including citations) on Sakai by 12 AM the day of class so that other factions have some opportunity to prepare a response. Failure to do so will result in a reduction of your grade. Your speech will be assessed based on in-class presentation quality (25%) and intellectual and argumentative merits (75%). Speeches will not be rescheduled except for medical emergencies. Debates Students should be prepared to respectfully question and argue with the legislation put forth by their peers. In addition to their two more formal speeches, students are expected to actively participate in class debates about legislation, trials, and the nature of the Boule. In order to receive a B or higher on the participation grade for Athens 403, each student is required to speak in a manner that substantively contributes to class discussion each day. This may take the form of a prepared speech, an incisive question, an impromptu rebuttal, etc. A rubric for class discussion is outlined on the next page. Attendance Because the game requires the presence of its players in order to function properly, attendance policy will be strict in the last few weeks of the course. Attendance cannot be made up. Absences will only be excused for a valid medical reason or by special permission from your dean. Remember, showing up is not sufcient. In order to win the game, you must play the game!

WINNING THE GAME

Each role has dened three or four victory objectives. A student wins the game by achieving his or her legislative aims. In order to win, students must persuade other students that their dened path to victory is the best one for the Athenian state, and speak to the concerns of other roles. Students will achieve these objectives through clear communication and an understanding of Greek culture and history. The Greeks were swayed by arguments based on the traditions of the past. You should make ample use of the ancient sources we have used in class, and supplement them with the arguments youve read in secondary literature. Most of all, students need to be willing to argue persuasively and nd reasonable solutions without compromising their victory objectives. In addition to the passionate speeches factions will prepare, students will win points (assigned by the instructor) for excellent engagement in class debates, representing their faction well, and inuencing others. Students who win will receive a 3% bonus in their Athens 403 grade.

CLST 181S DEPARTMENT OF C LASSICAL S TUDIES , D UKE U NIVERSITY

ADDENDUM: CONCERNING ATHENS 403

SPRING 2013

Grades
In order to earn an A, students will...

Requirements for Athens 403

Student papers will show a strong understanding of Greek history and culture. These papers apply factual knowledge into a compelling and convincing argument that is well reasoned, with a clear thesis and strong evidence. Students will cite their sources clearly and according to Chicago guidelines. These sources will be clearly analyzed and directed towards the main thesis. These essays will be original work that demonstrates critical thinking, strong writing and communication skills, and an excellent grasp of English mechanics and grammar. The paper will be turned in on time and be of an appropriate length. In presenting these speeches, students will go far beyond simple reading. Student presentations will be impassioned and imaginative, using rhetorical ourish and impeccable reason. Students will engage with their audience and speak according to the best of their ability. During debates, students will present reasoned and respectful challenges to each others arguments that draw upon clear and concrete pieces of evidence. Student papers will show an understanding of Greek history and culture. These papers apply factual knowledge into a reasoned argument, with a thesis that is not fully clear or one that has little support in the evidence. Students will cite their sources clearly and according to Chicago guidelines. These sources will be partially analyzed and have some connection to the thesis. These essays will be original work that demonstrates critical thinking, good writing and communication skills, and a grasp of English mechanics and grammar. The paper will be turned in on time, but may diverge from the length restrictions in a small way. In presenting these speeches, students will go beyond simple reading. Student presentations will be polished, indicating that the student has practiced the speech before delivering it in class. Students will engage with their audience and speak according to the best of their ability. During debates, students will present respectful challenges to each others arguments that draw upon general themes in the course rather than specic evidence. Student papers will show a basic understanding of Greek history and culture. These papers largely present factual knowledge within the context of a weak or unclear argument, with a thesis that disappears after the rst paragraph. Students will cite their sources clearly and according to Chicago guidelines. These sources lack thorough analysis, and are generally dissociated from the papers argument. These essays will be original work that demonstrates some critical thinking, belowaverage writing and communication skills, and a shaky grasp of English mechanics and grammar. The paper will be turned in on time, but may diverge from the length restrictions in a signicant way. In presenting these speeches, students will not go beyond simple reading. Student presentations will be rough, indicating that the student has never read this speech out loud before. Students will engage with their audience and speak according to the best of their ability. During debates, students will present respectful challenges to each others arguments that draw upon general themes in the course rather than specic evidence.

In order to earn a B, students will...

In order to earn a C, students will...

CLST 181S DEPARTMENT OF C LASSICAL S TUDIES , D UKE U NIVERSITY