I. ASCRC General Education Form
Group
V. (Perspective II: Literary and Artistic Expression)
Dept/Program
MCLL
Course #
155L
Course Title
Prerequisite
Survey of Classical Literature
none
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
James M. Scott
082008
X6137
scottjm@mso.umt.edu
Program Chair
Rbt. Acker
Dean
Gerald Fetz
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
Instructor
Phone / Email
This course introduces students to the range of authors, literary genres, and the primary works
themselves of the classical periods of Greece and Rome. The first half of the course will cover
Greek works; the second half Roman. This will allow students to see the chronological origins,
influence, and development of the various types of literature in antiquity. Modern English
examples of the classical genres will be discussed in order for students to appreciate the
classical influence and trajectory upon today’s literature. The student not only will be able to
identify the characteristics of the individual genres, but will learn what both ancient and
modern scholars have said about the strengths and weaknesses of famous works. All classical
literature will be presented within the context of the political and social history of Greece and
Rome, thus illustrating that literature is a cultural datum. Attention will be given to why these
works are “classics”; that is, what do they continue to say about our humanity today.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
This course will deal with about a dozen Greek
and a dozen Roman authors and their primary
works. The authors and the study and reading of
their works will follow a chronological
sequence so that students can trace, compare,
and contrast the development of the genres
between Greek and Roman compositions. These
works will be contextualized in crucial social
and political events that will illuminate the
undercurrents and significance of the works’
intention and meaning. Classical scholarship
has a long history. Students will be introduced
to the literary criticism of ancient and modern
scholars. That is, why, for example, were some
works regarded as “classic” even in their own
day; and why have other authors and works
gone in and out of favor over the centuries?
Moreover, what are some disparate criteria and
expectations that various cultures have of
classical literature?
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
The learning goals—to synthesize, to evaluate,
and to analyze—should develop easily and
naturally in a survey course. The texts, in terms
of their ideas and messages, will in part be
studied as antecedents to or consequences of
historical events. Great literature does not
emerge ex nihilo. As a result students will also
evaluate a text in terms of how effectively it
speaks to the contemporary political and social
activity. The analysis of the characters’ words
and actions should thus reveal the authors’ fears
or desires about his/her reality. Let me use
Vergil’s Aeneid as an example. The student will
learn what were the historical developments that
brought Octavian/Augustus to power and
provided a literary culture to foster Vergil? Thus
under the patronage and iron hand of Augustus,
what is Vergil’s interpretation of “empire” in the
Aeneid? How do the speech and actions of his
characters positively or negatively reflect
Augustus’ imperial designs? Thus, what is new
and different in Vergil from the previous epic
tradition? How does the work take on various
meanings when it is viewed from a
contemporary political (Augustan) view, or from
a contemporary philosophical (Stoic) view, or
from a cultural (imperial) view? These, and
others, are the perspectives from which a student
will develop critical arguments of the work.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
SYLLABUS: MCLG 155L
SURVEY OF CLASSICAL (ANCIENT GREEK AND LATIN) LITERATURE
Autumn, 2008
Purpose and description of course: MCLG 155L intends to do what its title suggests. The
student will be introduced to a broad, general overview of the literature mostly of the Golden
Age of Athens and likewise that of Rome. The general format for this class will be a
read/lecture/open-to-discussion method—nothing particularly novel. Typically a survey class,
and somehow I think of this one more so—has its strengths and weaknesses, its joys and
frustrations. We will do our best to cover a large body of some of the world’s greatest
literature, and certainly literature that has formed the basis for most literature of Western
Civilization. But “best” never seems good enough. Students rightly so are often exasperated by
only touching down lightly on most of the major genres and works. Few works get treated with
any depth due to the speed that needs to be maintained.
On the other hand, a survey course—and again, this one in particular—can have great value.
First, there are no other courses at UM that provide a general introduction to both Greek and
Latin literature. And those courses that deal with individual classical authors are taught in the
original languages. Thus the student really has no opportunity to explore this most important
contribution to Western humanities. However, even by just getting a relative glimpse of the
major classical literary pieces, a student gains sufficient exposure and curiosity to pursue
interests on his/her own.
Despite what has been gloomily said above, I have chosen to dedicate 40% (six weeks) of the
semester to reading completely the two greatest pieces of Greek and Roman literature, which,
paradoxically, are usually not read in high school or college; namely, Homer’s Iliad and
Vergil’s Aeneid. These two (long) epics are not only great stories in themselves, but they best
serve to illustrate the development and difference between the two cultures and the far-reaching
legacy upon our civilization that these two cultures continue to have.
A point of clarification: The word “classical” in general means some art form including the
language itself that has reached its critical height—its so-called Golden Age. So there is
classical Hebrew, classical Anglo-Saxon, and so on. But when “classics,” “classical studies,” or
such phrases as “classical literature” are used, they specifically refer to ancient Greek and
Latin. The period of classical Greek is roughly 550-325 B.C. and mostly confined to Athens;
for Latin it is approximately 200 BC-AD 200 and restricted almost entirely to Rome, although
many classical writers in Rome are not native to Rome, such as Seneca, who came from Spain
or Vergil himself from northern Italy.
MCLG 155L is a General Education course. It minimally satisfies Perspective 2, Literary and
Artistic Studies (hence, the “L” designation).
Course procedures: As mentioned above, we will follow the schedule of readings (below) in
this syllabus and on the following class period will have lecture and discussion on the material
read. I will also ask students from time to time to lead a brief discussion on some item that we
have read for the day. In the past this has been regarded as easy and an enjoyable. The point of
repeating this procedure at all is to urge you to keep up with the reading and lectures. Falling
behind in the reading and missing the lectures are a sure recipe for failure. On the other hand,
maintaining both should make for a smooth, predictable, stress-free, and successful class.
Evaluation (testing): We will have 3 in-class exams: the first immediately after the fifth week,
the second immediately after the tenth week, and the third, the final exam, at its scheduled time:
8:00-10:00, Wednesday, Dec. 10. Although each exam will focus on the previous un-tested
material, some of the previous reading and lecture information will be required in successive
exams. This will be made clear in class, but this is another incentive to do all the reading and
maintain your notes.
Grading: Each exam of the three will be worth 100 points. This total of 300 points will be the
basis for the common 10% scale for grades. That is, 300-271 total points is in the A range; 270241 in the B range; 240-211 in the C range; 210-181 in the D range; 180 total points or fewer is
an F. For each grade/point division (described above) 5 points from the top of the division will
be a plus (+), and 5 points from the bottom of the division will be a minus (-). The 20 points in
between will be the “straight” grade. For example, 268 = B+; 243 = B-, 251=B. If you elect to
take the course for Credit/No-Credit, Credit is 181 points or higher. The Registrar’s Office does
not accept an A+ grade.
Precise test dates will be announced about a week in advance. Therefore, I expect you to take
the exams on that date. No make up exams will be given unless the inability to take a
scheduled exam on time is unforeseen, extraordinary, and well documented. Please make every
effort to take your exams on time, because, frankly, I imagine that it would be unlikely that I
would accept an excuse to take a make up test.
Texts: Three texts are required for this course: 1) Homer’s Iliad (Richmond Lattimore’s
translation); 2) The Aeneid of Vergil (Allen Mandelbaum’s translation); 3) Bernard Knox, The
Norton Book of Classical Literature (Norton, 1993). For the sake of saving money, you can
always take the chance of finding some other Iliad and Aeneid lying around, but be warned: the
verse-numbering, the pagination, and the translation itself will vary so greatly that it will cause
you endless confusion in finding where we are in class discussion.
Assessment: The concept of assessment, made popular in the last several years, is the good
idea of an instructor determining how well and effectively his methods are working for students
to achieve the course goals. Unlike many other courses, this course's goals and assessment of
the goals are not that difficult to define and to measure.
Students are expected to learn:
•
•
•
•
•
the components characterizing the major genres within classical Greek and Latin
literature;
the historical and cultural milieu that have encouraged these literary types;
literary examples that illustrate the two items above;
the derivation and innovation between the Greek and Roman literary types; and
the importance of this body of literature in its legacy and to our modern humanity.
Part of assessment, however, is the obligation on the instructor's part to change the method and
materials of instruction if some component appears to be ineffective. The possibility of
ineffective instruction can be measured by consistent student performance, student evaluations,
and comparisons, where they exist, with other courses and their students' performances.
Attendance policy: Other than my warnings above about the necessity of taking exams at the
scheduled times, there is no attendance policy. However, I will repeat—in different words—
that chronic absenteeism makes failing grades highly probable in this type of course. If you
skip classes, I will not repeat lectures privately. Please attend.
Important dates:
September 15, 4:30 pm: Last chance to drop this class on Cyberbear with a refund.
September 16-October 6, 4:30 p.m.: This class may be dropped for $10 with a drop-slip.
October 7-December 5, 4:30: This class may be dropped only through the petition process with
the approval of the instructor and Associate Dean. Getting my approval does not guarantee that
the Associate Dean will agree. Don’t get stuck in a class that you are failing. Keep up, watch
the drop deadlines, act timely.
The final exam is scheduled for 8:00-10:00, Wednesday, December 10, in LA 334.
Contact and autobiographical information: I am James M. Scott, Professor of Greek and
Latin. I came to The University of Montana in 1984. I received my PhD from the University of
Washington, Seattle, in Classical Studies (meaning ancient Greek and Latin). My dissertation
was on Seneca the philosopher, that is, Emperor Nero's tutor in the AD 50s-60s. My current
research and publication are in two areas: 1) the allegorical use of Vergil, the greatest Roman
poet, by Renaissance Churchmen; and 2) translating the Latin Jesuit records of early Indian
missions in western Montana.
Campus Office: 206 Rankin Hall [Please note well: My office on the second floor of Rankin
Hall (48 steps from the sidewalk to my office door) is NOT handicap accessible. If you
want to see me in my office and you require accessibility, please call or email me (or see
me in class), and we can schedule a meeting in a convenient, accessible site.]
Office Hours: MWF 1:10-2:00; TR 12:00-1:00
Phone: Office: (406) 243-6137
Home: (406) 626-2429 (urgent only, please)
Email: scottjm@mso.umt.edu
Important note: All UM-related email must be conducted via UM email accounts. This
was mandated by President Dennison’s office July 1, 2007. Therefore if you email me and
expect a return, you must be on your umontana.edu account. That is, I cannot reply to
you via hotmail, gmail, yahoo, etc.
SCHEDULE OF AUTHORS AND EXAMS
Week 1 (Aug 25): Introduction and Homer’s Iliad
Week 2 (Sept 3; Monday is holiday): Homer’s Iliad
Week 3 (Sept 8): Homer’s Iliad
Week 4 (Sept 15): Lyric Poetry & Herodotus
Week 5 (Sept 22): Herodotus & Tragedy
Week 6 (Sept 29): 1st Exam & Plato
Week 7 (Oct 6): Thucydides & Comedy
Week 8 (Oct 13): Roman Introduction & Comedy
Week 9 (Oct 20): Lucretius & Horace
Week 10 (Oct 27): Catullus & Propertius & Livy
Week 11 (Nov 3): Exam & Ovid
Week 12 (Nov 10): Ovid & Vergil’s Aeneid
Week 13 (Nov 17): Vergil’s Aeneid
Week 14 (Nov 24; 26th and 28th are holidays): Vergil’s Aeneid
Week 15 (Dec 1): Tacitus & Juvenal & Suetonius
Week “16” (Dec 8): Final Exam: 8:00-10:00, Wednesday, December 10, LA 334
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*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.