Ancient Studies (ANCS)

Students are introduced to the civilizations and cultural contributions of the ancient Near East and Egypt. Aided by illustrated lectures and the study of ancient literature, students will explore the history, political organizations, art and monuments of these early civilizations.

Students are introduced to the civilizations of ancient Greece and Rome with particular regard to history, political organization, material culture, and contributions to western cultural development. Students examine primary sources relevant to the history, social, and political organization of Greek and Roman society, and be introduced to the art, architecture, and material culture of these two ancient cultures.

Students examine the artistic, artifactual and architectural remains of Europe, the Mediterranean and Western Asia from prehistoric times to the 14th century CE.

Students are introduced to the practice, method, and theory of the discipline of archaeology through a careful examination of select case studies drawn from archaeologists working on ancient Mediterranean sites.

Students are introduced to the art and archaeology of the ancient Greek world from the Late Bronze Age through the Hellenistic period. Students consider the “major arts” (ceramics, painting, sculpture, architecture) within their broader social, historical and religious contexts. Students apply art historical and archaeological method and theory as well as explore the relevance of the artistic and architectural innovations of the ancient Greeks on subsequent cultures, including our own.

Students investigate important issues and current problems in the art and archaeology of the ancient Roman world. Students focus on a careful examination of the material record of the ancient Romans, including architecture, works of art, and artifacts, and through the lens of art historical and archaeological method and theory, complex cultural phenomena such as imperialism, urbanism, gender definitions, ethnicity, economic behaviour, cultural interaction, and culture change. Students consider the images of the great works of art and architecture of the Roman world, such as the Pantheon and the Augustus Prima Port, and examine the great sites of the Roman world, including: Pompeii, Ostia, Rome, Ephesus, and Constantinople.

Students explore the nature of mythology in ancient Greece and Rome through a survey of the principal myths of the gods and goddesses. Emphasis will be placed on myths describing the creation of the universe, the gods and their powers, the origin of humans and the relationships between gods and mortals. Students read a selection of works of Classical literature and assess how these myths helped shape the life and thought of the classical civilizations of Greece and Rome.

Students examine Greek philosophy before the time of Socrates followed by careful readings of selected dialogues by Plato.

Students study Aristotle’s views (focusing on topics in metaphysics, psychology, knowledge, and ethics), together with a brief examination of several Hellenistic philosophers.

Students explore the history and cultures of Anatolia, Mesopotamia, and the Levant from the first cities, ca. 3000 BCE, to the fall of the Persian Empire, ca. 323 BCE. Students unravel the complex histories of the ‘first civilizations’, exploring such topics as kingship and religion, urbanization, commerce, legal and social structures and scientific innovations.

Students are introduced to the history and culture of the ancient Greeks from the Bronze Age through the Persian Wars. Students explore Minoan and Mycenaean civilizations and the social, historical and cultural development of the Archaic period, including the origins of the Greeks and the evolution of the polis and early political systems. Among the topics students will examine are the evaluation of the Spartan military state, Athenian democracy, pre-Classical Greek religion, art, architecture and literature. Students read the works of various ancient authors and to consider the archaeological and epigraphical evidence for this period of Greek history.

Students are introduced to the history of the Greeks from the Persian Wars through the death of Alexander the Great. Students study the historical, political and cultural developments of the Greeks in the 5th and 4th centuries BC, including the rise and fall of Athens, democracy in action and the cultural achievements of Athens in her “Golden Age” (e.g. religion, theatre, philosophy, art and architecture). Students explore the activities of other Greek states (e.g. Sparta, Boeotia, Syracuse), the roles of men and women in Greek society, the causes and aftermath of the Peloponnesian wars, the conquest of Greece by Phillip II of Macedon and of the Persian Empire by his son, Alexander. Students read various works of ancient authors and to consider archaeological and epigraphical evidence relevant to this period of Greek history.

Students are introduced to the history of Italy and the city of Rome from the Iron Age through the end of the Roman republican system of government. Students explore the origins and evolution of the Roman Republic, including the interaction among Romans, their Italian neighbours such as the Etruscans, and the Greek and Phoenician peoples of the eastern Mediterranean. Among the topics students examine are the political and military history of the period as well as the social and cultural context that encapsulates and informs this history, and the eventual decline of the republican system amidst the political turmoil and revolution of the first century BC. Students read the works of various ancient authors and to consider archaeological and epigraphic evidence for this history of the Roman republic. Content will vary from year to year.

Students are introduced to the history of the Roman world from the establishment of the Principate under Octavian/Augustus to the decline of the Roman empire in the western Mediterranean and Europe. Students explore the evolution of the Principate and its eventual replacement by the Dominate, the nature of Roman imperialism, the role of the emperor as a political and religious figure, the interaction among the Romans and their neighbours in central Europe and the Near East, and the eventual political and economic disintegration of the imperial system. Students consider such topics as different models of Roman economic, social, and political organization, the role and status of women in the Roman world, the codification of the Roman legal system, and the intellectual and religious developments that laid the foundations for subsequent historical periods in Western Europe and the Mediterranean. Students read the works of various ancient authors and to consider archaeological and epigraphic evidence relevant to the history of the Roman imperial period. Content will vary from year to year.

Students are introduced to the empires of the ancient Near East, Egypt, and the Mediterranean, including Greece and Rome. Throughout the course various imperial systems and experiences will be contrasted, and models of imperialism and colonialism explored. Students are also introduced to ancient history, culture, art, architecture, and literature as these topics relate to imperialism.

Students are introduced to warfare as it was practiced by the peoples of the ancient Mediterranean and the degree to which military organization and the act of waging war affected other aspects of these societies, including political ideology, religious beliefs, and economic exchange systems.

Students are introduced to the centrality of athletics and spectacle in Ancient Mediterranean cultures. This includes a history and overview of ancient sports, leisure activities, and spectacles within the context of these cultures. Students look at specific examples of ancient sports, the culture of ancient athletes, the role of athletic competition in ancient societies, training, nutrition, and venues. Topics covered may include the ancient Olympics, gladiatorial games, and chariot racing, among others.

Students address a specific topic, theme, period, or geographical region related to the study of Greek Archaeology. The specific topic and course content will be different each time the course is offered, so the students should check with the program coordinator for Ancient Studies about the specific topic on offer for the current semester. Topics may include art and architecture of the Aegean Bronze Age (Minoans and Mycenaean), urban life in the Greek city-state, art and politics in Archaic and Classical Greece, cultural interaction between Greece, the Near East and Egypt or Greek iconography. This course is intended to follow ANCS 2000, “Legacies: the Archaeology of Ancient Greece”, but students with a background in archaeology, history, Classics, or art history are also encouraged to enroll.

Students address a specific topic, theme, period, or geographical region related to the study of Roman Archaeology. The specific topic and course content will be different each time the course is offered, so students should check with the Program coordinator for Ancient Studies about the specific topic on offer for the current semester. Topics may include art and architecture of the Augustan Age, Etruscan art and archeology, the art and archaeology of the Roman provinces, or the art and architecture of empire. This course is intended to follow ANCS 2100, “Secrets of the Dead: Roman Archaeology,” but students with a background in archaeology, history, Classics, or art history are also encouraged to enroll.

Students study the formation and development of Christianity as seen through the letters of Paul. They examine the origin of Pauline Churches, their separation from Judaism, their struggles, beliefs, and worship.

Students examine literature of the ancient world in English-language translation and retelling. Course content is organized either thematically or by genre. Students engage critically with the texts under study; they also have a chance to produce a creative retelling of their own.

Students explore ancient Greek religion and the role of the sanctuary in Greek culture. Students will study the archaeological remains and documentary evidence for the role and function of domestic, civic, and panhellenic sanctuaries (e.g., household cults, the Athenian Acropolis, Olympia, Delphi). Students consider sites which provide examples of specialty cults (healing, oracular, mystery religions) or which illustrate particular social, political or archaeological issues.

Students study the civilizations of ancient Greece and Rome based on the material remains (e.g., artifacts, architecture, epigraphy). Students learn how archaeology has helped shape our understanding of these ancient cultures through an exploration of the pioneer days of Classical archaeology, modern methods of interpretation, and of the sites, artifacts and monuments in their cultural contexts.

Students examine the archaeological remains of Pompeii, including the site’s depositional history and the history of its excavation, as well as its architectural remains, material culture, and art. Students are introduced to current archaeological research at the site which is changing our understanding of Roman urban life.

Students gain a basic familiarity with the major trends in Hellenistic art and architecture. In addition to learning basic art historical analysis, students place the material studied in its appropriate cultural, historical and archaeological contexts.

Students examine aspects of the classical world through the lens of film as a means to understand ancient Mediterranean cultures. Students view and discuss modern versions of ancient stories, modern performances set in the ancient Mediterranean world, and films that present classical themes and allusions.

Students examine ancient Greek and Roman drama and theatre with a focus on representative playwrights and plays. Students explore the social, economic, and political context of Greek and Roman tragedy and comedy together with theatrical productions and settings. Students prepare and present to the public an ancient play.

Students study the ancient Greek oikos (family, household) and the daily activities, roles and legal position of women, children and other dependents in the ancient Greek households (ca. 800-31 BCE). The focus will be on women of different social classes and family life in ancient Greece, with some comparative consideration of the lives of women in other regions of the ancient world (Italy, Mesopotamia, the Levant and Egypt).

Students study Greek and Roman attitudes towards gender, love and sexuality. Literary and artistic evidence are used to explore the ancient Greek and Roman attitudes towards gender roles, social morality, homosexuality, marriage and adultery, sexuality and erotic art. Students study these topics in context and discuss how they relate to modern values and gender issues.

Students examine a key transitional historical period in the Roman world, with the dissolution of the republic and its replacement with a monarchy during the reign of Rome’s first emperor. Through a close analysis of ancient material and textual evidence, students will examine and evaluate the Age of Augustus.

Students examine the history, organization, material culture, and cultural diversity of Rome’s western provinces, with particular attention paid to Britannia. Students also consider Roman imperialism and the interaction of Romans and subject peoples.

Students study Athenian democracy, law, life in 5th-4th century BC Athens through speeches (in translation) from a selection of cases (e.g. homicide, impiety, sexual misconduct and slander) in combination with other documentary evidence and archaeological remains. Topics include: aspects of the legal and political systems, Athenian social life and the core Athenian.

Students study the intercultural relationships among the inhabitants of the eastern Mediterranean during the Archaic and Classical periods of Greek history (ca. 900 to 323 BCE). The focus will be on the interactions among the Greeks, the Phoenicians and the Persians and the impacts their exchanges had on the political, commercial and cultural activities of the regions.

Students explore encounters between Greeks, Phoenicians, Etruscans, and Indigenous Peoples in the Western Mediterranean in the Iron Age. Students focus on the modes and mechanism of interaction and investigates colonialist traditions in the Classical world to contribute to the understanding of Indigenous and foreign agency in trade, contact, and settlement patterns.

Students are introduced to and given an overview of the world of museums and museum studies. Students learn about the history of museums, the constantly evolving purpose of such institutions, particularly during the twentieth century and in the contemporary world, their role in public education, archival and collections management, exhibitions, funding models, governance, and current debates in the field. This course is a combination of seminars and site visits to museums, which require that students engage with the museum community of Nova Scotia.

Students examine ethics, policies, and legal frameworks associated with the protection of cultural property in a global world with a cross-cultural perspective. The emphasis is placed on the roles of law enforcement, cultural institutions, and intergovernmental agencies with respect to the preservation of cultural property. International cases involving the restitution of material culture, illicit trafficking, destruction of cultural monuments, and looting is considered.

Students engage in the practical application of archaeological field techniques and method as it pertains to the study of sites in the Mediterranean and Europe. This course is always taught off-campus at one or more ancient sites in Europe, most frequently Italy. Consequently, the course is dependent upon external funds and has a limited enrollment. Please consult the Program Coordinator of Ancient Studies regarding availability.

Students are introduced to the study of material culture based on the careful examination and analysis of finds recovered from archaeological sites in the Mediterranean. The course is taught on-site and is to be taken in conjunction with ANCS 3610 during the same academic year.

Students engage in a field course of ancient Greek and/or Roman history and culture organized around visits to archaeological sites and major museums in one or more countries associated with these ancient civilizations (e.g.: Greece, Turkey, or Southern Italy and Sicily).

This course is based on directed readings and research. The contents of the course are determined by the specific interests of the professor and the students involved. Students have the opportunity to pursue in depth their individual interests in the field of Ancient Studies, and meet regularly with a member of the Department to discuss their research. To register in this course students must demonstrate a satisfactory background in Ancient Studies or the Ancient World of the Near East and an ability to do independent research.

This is a seminar on selected topics in ancient culture (history, archaeology, art, literature and/or a specific chronological period) intended as an advanced course for Ancient Studies majors and students in their graduating year. Topics are selected by the instructor. Students are required to give seminar presentations and write a major research paper.

Students explore the social history of Archaic and/or Classical Greece through the function and meaning of material culture. The material remains, which include metal, ivory, ceramic vessels, and sculpture, are important sources of evidence for understanding the daily lives of the ancient Greeks and their social values.

Students are provided with an overview of the identification, analysis, and interpretation of material culture recovered from Classical sites, as well as issues associated with its production, distribution, and consumption. The material culture examined includes ceramics, glass, bone artifacts, metal artifacts, and coins.

The goal of this course is to increase students' proficiency as field archaeologists. Students take an active part in an ongoing archaeological research project, to record archaeological data in a professional manner, and to assist in the supervision of students at the introductory level. This course is taught on-site in Europe, the Middle East, or North Africa.

Students have the opportunity to learn and apply advanced field methods and techniques to the study of ancient material culture. The course is normally to be taken in conjunction with ANCS 4610. This course is taught on-site in Europe, the Middle East, or North Africa.

A course in the essentials of Latin grammar for students beginning their study of this ancient language. Since Latin is an inflected language with many changes in endings, students should be prepared to work hard at understanding and learning its basic structures.

Students work to enhance their development of good techniques of Latin-English translation and of rendering English into idiomatic Classical Latin. A variety of Latin authors and the continued study of Latin grammar will be utilized to achieve those objectives.

This course is a continuation of LATN 2202.