• Texts:
      • Robert Morkot, Penguin Historical Atlas of Ancient Greece, 9780140513356
        • So that we have maps, a timeline, and a compendious book about Ancient Greece.
        • These are, of course, all available on-line, but it is harder for all of us to "be on the same page" online.
      • Barry Cunliffe, The extraordinary Voyage of Pytheas the Greek, 9780142002544
        • Pytheas wrote a work, which is now lost, about his voyage north around 300-330       BCE. This is Barry Cunliffe's effort to figure out what Pytheas wrote and wrote about.
      • James Romm, The Edges of the earth in ancient throught, Princeton, 0691037884
        • Romm's book explores ancient geographical thought as it is found in ancient literature. It starts with Homer's world and each chapter moves forward a bit. But it is by no means a complete survey. To some extent, it uses modern theories about space/place/landscape to look at ancient works.
      • Duane Roller, Ancient Geography, I.B. Tauris (publisher), 9781784530761
        • Roller's book is about what 'Geography' was to the ancient Greeks, including how the discipline got its start and what it accomplished. Not so much about how modern geography might view and analyze aspects of antiquity, but rather about exploration of the world in antiquity as well as intellectual movements and figures in antiquity which most closely resemble or are precursors to modern 'geography' and modern geographers.
        • NOT IN THE BOOKSTORE (short story): ORDER THIS BOOK IMMEDIATELY FROM WHEREVER FINE BOOKS ARE SOLD
      • The Landmark Herodotus; The Histories, 978-1400031146
        • A "Primary Source."
      • Further readings: Chapters from Space, Place, and Landscape in Ancient Greek Literature and Culture, edited by Gilhuly and Worman.
        • Unfortunately, this books was too pricey, so we will use it "on reserve" in the library. I can probably make some PDF's and send them to you as well.
        • An eclectic group of articles from cultural geography and landscape studies: applies humanistic spatial theory to many different places and spaces.
  • Topic for this class
    • "Classics" is a "discipline" which could be defined as
      • "the study of anything in the Ancient Greek or Latin languages."
      • "the study of anything in the sphere of the 'Greco-Roman' world."
      • "Classics" was the humanities for the first century or so of UVM's existence.
      • "Classics" is also the original "area-studies" entity: it started out as "inter-disciplinary."
        • It includes all the other disciplines: one can find Classicists whose work is mostly in science, economics, anthropology, art history, medicine, archaeology, law, etc.
        • But most of us are concerned with literature and history.
        • I am primarily concerned with philosophy.
    • "Geography": I won't hazard a definition, BUT it usually has to do with space, whether that be location or arrangement, and it usually has to do with the meaning of that spatial aspect.
    • Thus this class is an exploration of "Classics" via the topic of "space and its meaning in the ancient world"
      • An amazing variety of things can be analyzed 'geographically':
        • Most obviously, physical remains that archaeologists or others discover have as a primary part of their significance where they are found, which includes what they are found with.
        • Every written work has some geographical aspect: it originates in a place. But also, most include some reference to places.
        • Even a pot with an inscription around the rim might be rich material for geographic analysis.
    • What we are looking for are ways that spatial aspects of a thing explain a thing, or make it interesting. Our readings will, I hope do both. The assignments are meant to involve you in the creation of both.
  • Types of assignments in this class:
    • Writing: a mix
      • standard academic research and analysis assignments
      • poster/map/timeline assignments
      • paraphrase assignments: summarize and put into your own words
    • Presentations:
      • Posters
      • Oral presentations
    • Reading:
      • Ancient primary source materials
      • Secondary materials
        • Lots of "reference" work for basic facts
        • Article/chapter/essay-type works
  • Ordinary Class time
    • Discussion
    • Presentations
    • Short lectures from me
  • Immediate future: what to do for the next week:
    • You will have to give summary presentations of articles/chapters/essays. The assignment typically looks like this:
      • read it
      • summarize it in 3 pages or less of formal academic prose
      • create a visual aid for a presentation
      • present it to the class and hand in the 3 page summary to me
    • Our first class project will be to explore Athens
      • Pick something Athenian of geographical significance as your topic.
        • Ideas:
          • Agora
          • Stoas
          • Temples
          • Acropolis
          • Theater
          • Schools (Academy, Lyceum, Garden of Epicurus, etc.)
          • Demes
          • Piraeus harbor
          • Munychia harbor
          • Ancient roads into and out of Athens
          • Areopagus
          • Long Walls and other fortifications
    • READING ASSIGNMENT FOR FRIDAY JANUARY 19:
      • Reading
        • Wikipedia article "Acropolis of Athens" (and any other Wikipedia articles about Athens you care to read)
        • Article "Athens, Topography" in Brill's New Pauly: will be sent to you via email as a PDF file.
        • Oxford Bibliographies' article The Acropolis of Athens,
        • Stoa.org article The Acropolis, Strabo's Geography on Attica
        • Unesco World Heritage website on Athenian Acropolis
        • AthensGuide to Acropolis
      • As you read, THINK
        • Ask yourself:
          • Who is the intended audience(s)?
          • What kind of information should this sort of writing have in it? Does it?
          • Compare/contrast these with each other.
          • What "facts" are presented, and are you told exactly how we know them?
          • What is "academic" or "research" about these?
      • Bring to class:
        • Written out notes that can be handed in if required. They should include observations relevant to the thinking you were asked to do in the previous bullet points. These will be used for class discussion.
  • A full syllabus is forthcoming.