This course focuses on the archaeology of the Greek and Roman city. It investigates the relationship between urban architecture and the political, social, and economic role of cities in the Greek and Roman world. Analyzes a range of archaeological and literary evidence relevant to the use of space in Greek and Roman cities (e.g. Athens, Paestum, Rome, Pompeii) and a range of theoretical frameworks for the study of ancient urbanism.

History of Ancient Greece from the Bronze Age to the death of Alexander. Major social, economic, political, and religious trends. Homer, heroism, and the Greek identity; the hoplite revolution and the rise of the city-state; Herodotus, Persia, and the (re)birth of history; Empire, Thucydidean rationalism, and the Peloponnesian War; Platonic constructs; Aristotle, Macedonia, and Hellenism. Emphasis on use of primary sources in translation.

Cooperating with faculty at UNC-CH, and with the scholars who commission custom maps from the AWMC for their publications, we are developing a collection of free digital maps for educational use. This effort gives teachers and students an expanding set of small-scale reference maps for classroom and personal use. Each may be downloaded from the website in multiple formats. A blank version of each map -- suitable for map quizzes and customization -- is usually available.

In this course, the student will study the art of Classical Antiquity. The different units of the course reflect the main chronological stages in art development in Ancient Greece and Rome, from the coming together of the Greek city-state and the emergence of Ňgeometric art (around 900 B.C.) to the fourth century A.D. shift that took place within Roman culture and art due to the growing influence of Christianity. Upon successful completion of this course, the student will be able to: Explain why ancient Greek and Roman art can be studied together as Ňthe art of Classical Antiquity; Trace the timeline of major events in Ancient Greece and Rome; Link important developments in the history of Ancient Greece and Rome to specific geographical contexts; Explain how important historical developments and social-historical contexts had an impact on artŐs evolution in Ancient Greece and Rome; Identify the important stylistic and technical developments of Ancient Greek and Roman art; Discuss important artworks, presenting relevant information on each workŐs historical context and constitution; Discuss important artists in terms of the style of their work. (Art History 202)

" As we read broadly from throughout the vast chronological period that is "Homer to Dante," we will pepper our readings of individual ancient and medieval texts with broader questions like: what images, themes, and philosophical questions recur through the period; are there distinctly "classical" or "medieval" ways of depicting or addressing them; and what do terms like "Antiquity" or "the Middle Ages" even mean? (What are the Middle Ages in the "middle" of, for example?) Our texts will include adventure tales of travel and self-discovery (Homer's Odyssey and Dante's Inferno); courtroom dramas of vengeance and reconciliation (Aeschylus's Oresteia and the Icelandic Njáls saga); short poems of love and transformation (Ovid's Metamorphoses and the Lais of Marie de France); and epics of war, nation-construction, and empire (Homer's Iliad, Virgil's Aeneid, and the Anglo-Saxon Beowulf)."

Studies a broad range of texts essential to understanding the two great sources of Western conceptions of the world and humanity's place within it: the ancient world of Greece and Rome and the Judeo-Christian world that challenged and absorbed it. Readings vary but usually include works by Homer, Sophocles, Aristotle, Plato, Virgil, St. Augustine, and Dante.

The history of economic thought represents a wide diversity of theories within the discipline, but all economists address these three basic questions: what to produce, how to produce it, and for whom. The student will learn that without a clear sense of the discussions and debates that took place among economists of the past, the modern economist lacks a complete perspective. By examining the history of economic thought, the student will be able to categorize and classify thoughts and ideas and will begin to understand how to think like an economist. Upon successful completion of this course, the student will be able to: Explain and analyze the development of economics as a discipline in various ancient cultures; Trace the development of European economic thought and analyze concepts in historical context; Compare and contrast Classical economic theories; Synthesize the elements of Neo-Classical and Keynesian approaches in the modern era; Evaluate the merits of alternative approaches to maximizing happiness. (Economics 301)

The lesson begins by introducing Olympics as the unit theme. The purpose of this lesson is to introduce students to the techniques of engineering problem solving. Specific techniques covered in the lesson include brainstorming and the engineering design process. The importance of thinking out of the box is also stressed to show that while some tasks seem impossible, they can be done. This introduction includes a discussion of the engineering required to build grand, often complex, Olympic event centers.

Students are introduced to brainstorming and the design process in problem solving as it relates to engineering. They perform an activity to develop and understand problem solving with an emphasis on learning from history. Using only paper, straws, tape and paper clips, they create structures that can support the weight of at least one textbook. In their first attempt to build the structures, they build whatever comes to mind. For the second trial, they examine examples of successful buildings from history and then try again.

Christopher Lydon and Gail Harris host The Ten O'Clock News Election Night Special with in-studio guests Dennis Kearney (Suffolk County Sheriff), Dr. Alvin Poussaint (Harvard Medical School), Kirk Scharfenberg (The Boston Globe) and Michael Rezendes (The Boston Phoenix). Lydon, Harris and the guests analyze the voting results. Lydon calls the Flynn victory a 'landslide.' Poussaint talks about 'ethnic voting' in the white precincts. Lydon and Harris read the news headlines. Harris reports on an agreement between WGBH and the Massachusetts House of Representatives, which allows WGBH to broadcast live coverage of House proceedings. A panel discusses Ray Flynn's victory over Mel King in Boston's mayoral elections. Lydon, Harris and the in-studio guests talk about Flynn's victory. The guests discuss how Flynn will reach out to the African American community and how Flynn will deal with the business community. Scharfenberg notes that Flynn will need to appoint non-whites to some high-level positions in his administration. Rezendes criticizes the King campaign for not spending enough money on media advertising. The guests debate the role of race in the campaign. Poussaint believes that many white voters were frightened of King's appearance. The guests talk about whether the media downplayed racial issues during the campaign. They speculate about whether another African American candidate would have fared better than King.