This subject is designed for students with no previous knowledge of Latin language. This subject is an introduction to the grammar and reading of classical Latin. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on Roman culture is woven into the subject matter throughout the semester. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Latin, and attain reading skills sufficient to begin reading literary and dramatic texts. Students who complete this subject may progress to Latin 2.

In this subject students consolidate the basic elements covered in Latin 1, and are introduced to more complex grammar and syntax. Increasingly difficult literary and dramatic texts are read. Background information on Roman culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language to read texts of moderate difficulty with vocabulary assistance. Students who complete this subject may progress to Latin 3.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1 and Latin 2, Intensive Beginners Latin, or equivalent. Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ philosophical epic De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is an introduction to the grammar and reading of Syriac. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on the cultural context in which Syriac was spoken is woven into the subject matter. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Syriac, and attain reading skills sufficient to begin reading literary and dramatic texts.

The turbulent and exciting history of the Roman Republic roughly spanned some five centuries: from its humble beginnings around 500 BCE to the assassination of Julius Caesar on the Ides of March 44 BCE. The first part of this subject celebrating this formative period in world history discusses early Rome; the social, political and religious institutions of the Republic as they gradually emerged from 509 to 264 BCE; and the Roman conquest of Italy and its significance. The second part concerns the high point of the Roman Republic, approximately the period from 264 to 133 BCE, including discussions of the Punic Wars and the conquest of the Mediterranean, and its tremendous consequences for the Republic. The third and final part deals with the Republic’s troubled last century and surveys the ill-fated Gracchan reforms; the first full-fledged breakdown of the Republican system and the Sullan reaction; the social, economic and cultural life of this period; the rise of the great dynasts; and Caesar’s temerarious attempt to establish a New Order.

The subject covers the history of Ancient Greece from the beginning of the Archaic Period (the age of Homer) to the Hellenistic period (the age of Alexander). The main emphases will be the political, literary and cultural developments within Greek Civilisation during the Archaic, Classical and Hellenistic periods. The emergence of the polis, debates on political systems such as democracy, oligarchy and tyranny, the use of myths and religion, the critical interactions with non-Greeks and the resulting efflorescence of the Greek literary traditions will all be examined. Furthermore, the military history of the Archaic, Classical and post-Alexander Greek worlds, as well as the extraordinary advances in Greek science, literature and philosophy during these periods will be explored. The subject will also provide detailed presentation of modern scholarship on topics such as Greek ethnography, politics, warfare, 'colonisation', migration and acculturation.

This subject will focus on mythical narratives from the ancient Greek and Roman traditions. Students will explore some of the central patterns and themes in classical mythology. These include narratives of birth and creation, war and the warrior, fire and flood, animals, gods and humans. We will explore how these symbolic themes are incorporated into a diverse range of myths, including stories of the birth of the cosmos, Zeus's rule over the world, the foundation of cities and peoples, and hero myths in which men confront monsters. We will also be concerned with the story of Troy, which is the quintessential Greco-Roman myth, and the many classical tales of metamorphosis. We will engage directly with these narratives in the surviving literary sources (especially epic and drama), and in classical art, which is a major source for the Greek and Roman myths.

This subject requires students to access reading and lecture materials online, the Winter offering also requires students to participate in regular online seminars.

The Egyptians are one of the most fascinating peoples of the ancient world. This subject will study the distinctive character of Egyptian civilisation which emerged in the Nile valley during the early third millennium BCE and survived right through until the spread of Christianity. Through a systematic survey spanning the Old, Middle and New Kingdoms students will be introduced to the historical and cultural achievements of dynastic Egypt. Object-based learning is an important focus of this subject. Knowledge acquisition will be reinforced through the study and handling of authentic ancient objects in the classroom. Study of the monuments, reliefs, inscriptions, literature and material remains of the royal rulers of the period covered by the native Egyptian dynasties from about 2950-332 BCE (with the brief interruptions of foreign rule) will provide students with a unique insight into the power and authority of one the ancient world’s most enduring empires.

The world seems to be in constant flux—but does it really change, or are we merely deluded by appearances? Can humans overcome their basest instincts, or are we condemned to have our rational mind always defeated by the power of our irrational impulses? What does justice demand of us? Or is talk of justice itself just a ruse developed by the powerful to keep us in line?

In this course, we will examine how these topics were tackled as, in fact, interconnected problems within the philosophical systems of ancient Greece; we will chiefly focus on Plato, Aristotle, and the Stoics. We will proceed chronologically, starting with the tour de force that is Parmenides’ argument for monism, and then continuing with four of Plato’s dialogues (Laches, Protagoras, Symposium, and Republic). The second half of the course will focus on Aristotle’s innovative and influential logic, natural philosophy, and ethics. We will conclude with an examination of the radical ethical theory of the Stoics, which held that virtue alone was sufficient for happiness: a shocking thesis that implies that the truly wise man would be equally happy whether he was a debased and tortured slave or an admired Roman emperor.

What was it like actually to live in the Roman empire? How can we learn about the realities of life for ordinary Romans? How much has changed in two millennia?

This course is designed to make students aware of and deal with aspects of society and culture in the Roman empire. Generally the time period covered will be from ca. 100 BC to ca. AD 300, but some topics will necessarily go beyond this period because of the nature of the surviving testimony. Particular emphasis will be placed on ancient evidence, including inscriptions and archaeological and visual material.

Students who undertake this course are expected to have some prior knowledge of Roman history. Prof. Parkin will talk more about this in the first week, and provide some guidance to students on how to refresh their knowledge if they need to.

This subject is designed for students who have completed Ancient Egyptian 1 and 2 or the equivalent. In this subject, further work is undertaken on writing, grammar and syntax to revise, consolidate and extend students' knowledge of the language and its complex script, with the aim of enabling students to translate Egyptian hieroglyphic texts critically and independently. In particular, this subject focuses on a thorough overview of the Egyptian verbal system. Students are exposed to increasingly difficult texts (some now consisting of multiple sentences) from a variety of sources. Background information on ancient Egyptian culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language and script to read literary and non-literary Middle Egyptian hieroglyphic texts of moderate difficulty solely with the aid of a dictionary and reference-grammar. Students who successfully complete this subject may progress to Ancient Egyptian 4.

This subject is designed for students who have completed Ancient Egyptian 3. In this subject, final work is undertaken on writing, grammar and syntax to revise, consolidate and complete students' knowledge of the language and its complex script, with the aim of enabling students to translate Egyptian hieroglyphic texts critically and independently. In particular, this subject focuses on a thorough overview of Egyptian participles and clauses. Students are exposed to increasingly difficult texts (most now consisting of multiple sentences) from a variety of sources. Background information on ancient Egyptian culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language and script to read most literary and non-literary Middle Egyptian hieroglyphic texts solely with the aid of a dictionary and reference-grammar.

This course concentrates on the development of Rome from a small village into the center of a vast Empire, through the lens of artworks and archaeology. It examines a wide variety of themes (urbanism, public and private architecture, religion, economy) and sources of material evidence (pottery, coins etc.) to provide insight into the Roman World. Focus will be both on the overall structures, as well as on regional variation, and we will examine various groups within Roman society, from the upper levels to the common man. Specific emphasis will be placed on a number of key sites, both in Italy (Rome, Pompeii, Ostia) and in the Roman provinces. Furthermore, we will deal with the enduring importance (and misuse) of the Roman past in modern-day society.

The subject examines the archaeology, art and architecture of classical Greece, with emphasis on the fifth and fourth centuries BCE. In addition to the city of Athens, studies will be made of sites throughout Greece, including sanctuaries, cemeteries, farms, marketplaces, industry sites, and maritime ports. Noteworthy developments in Greek art from the Geometric Period onwards, including pottery and sculpture, will be examined in the light of archaeological evidence. Students will handle genuine archaeological artefacts, engaging in a detailed analysis of material culture housed in the university's collection.

This subject is designed for students who have completed Ancient Greek 1 and 2, or who have some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating the beginners course. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4, and (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.

This subject is an introduction to the grammar and reading of Syriac. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on the cultural context in which Syriac was spoken is woven into the subject matter. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Syriac, and attain reading skills sufficient to begin reading literary and dramatic texts.

This subject combines traditional classroom teaching and learning with hands-on fieldwork and workshop exercises to enable students to develop a working knowledge of practical archaeology and its methods within the context of modern research and archaeology in Australia and the Old World (the Near East, Mediterranean and Europe). The subject assumes no prior knowledge of archaeology. It will introduce students to some of the main fieldwork, scientific and interpretive methods involved in practical archaeology. Students will use the University's extensive classics and archaeology collection to develop their practical skills and knowledge about how we can record and interpret the past from archaeological data.

Note: The tutorials are organised according to four ‘blocks’ (each approx. 3 hours duration): surveying; fieldwork (simulated excavation); artefact analysis; and study of standing monuments.

The journey to the underworld, the existence of an afterlife, the survival of the bereaved, the mummification of the dead, the sacrifice of virgins, communicating with ghosts - the ancient world blossomed with myths and rituals associated with all these things. This subject focuses on these topics in the literature and material culture of antiquity, including the Egyptian Book of the Dead, the Mesopotamian Epic of Gilgamesh, Homer, Greek tragedy, Roman epic, epitaphs commemorating the deceased, and archaeological evidence from funerary and other ritual contexts. On completion of this subject students should have an understanding of ancient myths and death-rituals, have assessed critically the relevant literary and material sources, and have learned the major scholarly approaches to death, bereavement and the afterlife in the ancient world.

This subject is designed to give students an understanding and knowledge of the variability of past civilisations by comparing their accomplishments and inner structures. Using a combination of texts and archaeology, it will compare the life cycle (rise and fall) of Egyptian, Near Eastern and Persian civilisations. Students will examine cultural elements such as belief systems, daily routines, gender roles, power and authority, which will provide an insight into the distinctive worldviews that shaped each civilization. Material culture, historical documents, language and literature, will be combined to address major issues such as the social evolution of complex societies and their eventual collapse, themes which resonate in the contemporary world.

The aim of this subject is to introduce students to the archaeology and ancient history of the Mediterranean from the end of the Peloponnesian Wars between Athens and Sparta in 404 BC to the incorporation of Egypt in the Roman Empire after the death of Cleopatra (30 BC). From an overview of how Pericles transformed Athens the course will move on to examine how Macedonia came to dominate mainland Greece until the time of Alexander the Great and look at the fragmentation of his empire. We shall examine the archaeology of other Greek cities, such as Miletus, Ephesus, Syracuse and Alexandria, and many further examples from Italy, Sicily, Spain, etc. to see how they developed over the period. The subject will also explore the differences in material culture between the Classical and Hellenistic periods, and how and why the centre of Greek culture shifted after Alexander the Great’s time to the Near East. Particular attention will be paid to Ptolemaic Egypt, especially Alexandria and its renowned library.

At the height of its power and splendour, the mighty Roman Empire stretched from the Syrian borders to the Portuguese Atlantic and from the Sahara to the hills of Scotland, and comprised many peoples, from Germans to Greeks and Arabs, from Celts to Jews. This hotchpotch of peoples and cultures thus constituted history’s first and only Mediterranean superpower, a startling achievement lasting some four hundred years. This subject will introduce students to imperial Rome’s social, political, cultural and religious history. First we will discuss the Julio-Claudian period (44 BCE-68 CE), including the aftermath of Caesar’s assassination and Octavian’s stunning rise to absolute power. The second part concerns the long second century (69-192 CE), the apex of Empire. Part three highlights the Severan Dynasty and the crises of the third century (193-284). Last but not least, we will scrutinize the last century of the Mediterranean Empire, from its reinvention by Diocletian to the definitive separation of West and East at the death of Theodosius I in 395 CE.

This winter intensive is a hands-on, residential field school, teaching practical core archaeological skills through active participation in an authentic research setting at the ancient site of Rabati, coordinated by staff from the Classics and Archaeology programme in the School of Historical and Philosophical Studies at the University of Melbourne and the National Museum in Georgia. The main emphasis in this course is the development of competency and familiarisation with a range of practical field archaeology skills; excavation, recording and post-excavation analysis. While the emphasis is on these 3 aspects of field archaeology, students will also be introduced to a range of other archaeological processes such as surveying, sorting, recording, artefact analysis and inventorying. Given the stress on practical skills, this intensive field school takes place on a ‘real’ archaeological site in the Republic of Georgia. In addition to the field work, the intensive will include on-site lectures and tutorials, museum and site visits. On successful completion of the course, students will have acquired a thorough and detailed knowledge of the main tasks involved in field archaeology. They will have developed practical skills in excavation, recording and post-excavation analysis; they will also have acquired considerable ability to process and interpret archaeological evidence, manage the information obtained, and communicate their findings in a coherent and scholarly way. They will have participated in activities which involve group work as well as individual effort and will have a developed an understanding of key field archaeology practices.

This subject provides an introduction to Roman law (no prior knowledge of Roman history, of Latin, or of law is required) in which legal developments are linked to the social, cultural, and historical realities of the classical period over more than a millennium. The main legal sources will be considered and the legal institutions, particularly the law of persons, will be examined in the context of their historical and social contexts. Students will deal with ancient legal sources in translation (such as Justinian’s Corpus Iuris Civilis), will gain knowledge of legal structures that have influenced modern legal systems, and will study the realities of life for the millions of people who lived under the umbrella of Roman law.

This subject is designed for students who have completed Ancient Greek 1, 2, 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who have completed Ancient Greek 1, 2, 3, 4, and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is designed for students with some previous knowledge of Latin (VCE level or equivalent). Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who have completed Latin 1, Latin 2 (or Intensive Beginners Latin) and Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is designed for students with no previous knowledge of Ancient Greek language. It introduces students to the grammar of Ancient Greek through word formation, sentence formation, translation, and the reading of simple texts. The aim is for students to acquire the basic elements of the grammar, syntax and vocabulary of Ancient Greek, and attain reading skills, sufficient to begin reading literary and non-literary texts. Students who complete this subject may progress to Ancient Greek 2.

In this subject students consolidate the basic elements covered in Ancient Greek 1, and are introduced to more complex grammar and syntax, as well as some of the issues involved in interpreting an ancient language. Increasingly difficult texts are read from a variety of sources. By the end of the subject students should have a sufficient grasp of the language to read texts of moderate difficulty with vocabulary assistance. Students who complete this subject may progress to Ancient Greek 3.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1 and Latin 2, Intensive Beginners Latin, or equivalent. Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ philosophical epic De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed both Latin 3 and Latin 4, as well as (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.

This subject is designed for students who have completed Ancient Greek 1 and 2, or who have some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating the beginners course. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is an introduction to the grammar and reading of Syriac. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on the cultural context in which Syriac was spoken is woven into the subject matter. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Syriac, and attain reading skills sufficient to begin reading literary and dramatic texts.

The turbulent and exciting history of the Roman Republic roughly spanned some five centuries: from its humble beginnings around 500 BCE to the assassination of Julius Caesar on the Ides of March 44 BCE. The first part of this subject celebrating this formative period in world history discusses early Rome; the social, political and religious institutions of the Republic as they gradually emerged from 509 to 264 BCE; and the Roman conquest of Italy and its significance. The second part concerns the high point of the Roman Republic, approximately the period from 264 to 133 BCE, including discussions of the Punic Wars and the conquest of the Mediterranean, and its tremendous consequences for the Republic. The third and final part deals with the Republic’s troubled last century and surveys the ill-fated Gracchan reforms; the first full-fledged breakdown of the Republican system and the Sullan reaction; the social, economic and cultural life of this period; the rise of the great dynasts; and Caesar’s temerarious attempt to establish a New Order.

The subject covers the history of Ancient Greece from the beginning of the Archaic Period (the age of Homer) to the Hellenistic period (the age of Alexander). The main emphases will be the political, literary and cultural developments within Greek Civilisation during the Archaic, Classical and Hellenistic periods. The emergence of the polis, debates on political systems such as democracy, oligarchy and tyranny, the use of myths and religion, the critical interactions with non-Greeks and the resulting efflorescence of the Greek literary traditions will all be examined. Furthermore, the military history of the Archaic, Classical and post-Alexander Greek worlds, as well as the extraordinary advances in Greek science, literature and philosophy during these periods will be explored. The subject will also provide detailed presentation of modern scholarship on topics such as Greek ethnography, politics, warfare, 'colonisation', migration and acculturation.

This subject will focus on mythical narratives from the ancient Greek and Roman traditions. Students will explore some of the central patterns and themes in classical mythology. These include narratives of birth and creation, war and the warrior, fire and flood, animals, gods and humans. We will explore how these symbolic themes are incorporated into a diverse range of myths, including stories of the birth of the cosmos, Zeus's rule over the world, the foundation of cities and peoples, and hero myths in which men confront monsters. We will also be concerned with the story of Troy, which is the quintessential Greco-Roman myth, and the many classical tales of metamorphosis. We will engage directly with these narratives in the surviving literary sources (especially epic and drama), and in classical art, which is a major source for the Greek and Roman myths.

This subject requires students to access reading and lecture materials online, the Winter offering also requires students to participate in regular online seminars.

The Egyptians are one of the most fascinating peoples of the ancient world. This subject will study the distinctive character of Egyptian civilisation which emerged in the Nile valley during the early third millennium BCE and survived right through until the spread of Christianity. Through a systematic survey spanning the Old, Middle and New Kingdoms students will be introduced to the historical and cultural achievements of dynastic Egypt. Object-based learning is an important focus of this subject. Knowledge acquisition will be reinforced through the study and handling of authentic ancient objects in the classroom. Study of the monuments, reliefs, inscriptions, literature and material remains of the royal rulers of the period covered by the native Egyptian dynasties from about 2950-332 BCE (with the brief interruptions of foreign rule) will provide students with a unique insight into the power and authority of one the ancient world’s most enduring empires.

The world seems to be in constant flux—but does it really change, or are we merely deluded by appearances? Can humans overcome their basest instincts, or are we condemned to have our rational mind always defeated by the power of our irrational impulses? What does justice demand of us? Or is talk of justice itself just a ruse developed by the powerful to keep us in line?

In this course, we will examine how these topics were tackled as, in fact, interconnected problems within the philosophical systems of ancient Greece; we will chiefly focus on Plato, Aristotle, and the Stoics. We will proceed chronologically, starting with the tour de force that is Parmenides’ argument for monism, and then continuing with four of Plato’s dialogues (Laches, Protagoras, Symposium, and Republic). The second half of the course will focus on Aristotle’s innovative and influential logic, natural philosophy, and ethics. We will conclude with an examination of the radical ethical theory of the Stoics, which held that virtue alone was sufficient for happiness: a shocking thesis that implies that the truly wise man would be equally happy whether he was a debased and tortured slave or an admired Roman emperor.

What was it like actually to live in the Roman empire? How can we learn about the realities of life for ordinary Romans? How much has changed in two millennia?

This course is designed to make students aware of and deal with aspects of society and culture in the Roman empire. Generally the time period covered will be from ca. 100 BC to ca. AD 300, but some topics will necessarily go beyond this period because of the nature of the surviving testimony. Particular emphasis will be placed on ancient evidence, including inscriptions and archaeological and visual material.

Students who undertake this course are expected to have some prior knowledge of Roman history. Prof. Parkin will talk more about this in the first week, and provide some guidance to students on how to refresh their knowledge if they need to.

This subject is designed for students who have completed Ancient Egyptian 1 and 2 or the equivalent. In this subject, further work is undertaken on writing, grammar and syntax to revise, consolidate and extend students' knowledge of the language and its complex script, with the aim of enabling students to translate Egyptian hieroglyphic texts critically and independently. In particular, this subject focuses on a thorough overview of the Egyptian verbal system. Students are exposed to increasingly difficult texts (some now consisting of multiple sentences) from a variety of sources. Background information on ancient Egyptian culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language and script to read literary and non-literary Middle Egyptian hieroglyphic texts of moderate difficulty solely with the aid of a dictionary and reference-grammar. Students who successfully complete this subject may progress to Ancient Egyptian 4.

This subject is designed for students who have completed Ancient Egyptian 3. In this subject, final work is undertaken on writing, grammar and syntax to revise, consolidate and complete students' knowledge of the language and its complex script, with the aim of enabling students to translate Egyptian hieroglyphic texts critically and independently. In particular, this subject focuses on a thorough overview of Egyptian participles and clauses. Students are exposed to increasingly difficult texts (most now consisting of multiple sentences) from a variety of sources. Background information on ancient Egyptian culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language and script to read most literary and non-literary Middle Egyptian hieroglyphic texts solely with the aid of a dictionary and reference-grammar.

This course concentrates on the development of Rome from a small village into the center of a vast Empire, through the lens of artworks and archaeology. It examines a wide variety of themes (urbanism, public and private architecture, religion, economy) and sources of material evidence (pottery, coins etc.) to provide insight into the Roman World. Focus will be both on the overall structures, as well as on regional variation, and we will examine various groups within Roman society, from the upper levels to the common man. Specific emphasis will be placed on a number of key sites, both in Italy (Rome, Pompeii, Ostia) and in the Roman provinces. Furthermore, we will deal with the enduring importance (and misuse) of the Roman past in modern-day society.

The subject examines the archaeology, art and architecture of classical Greece, with emphasis on the fifth and fourth centuries BCE. In addition to the city of Athens, studies will be made of sites throughout Greece, including sanctuaries, cemeteries, farms, marketplaces, industry sites, and maritime ports. Noteworthy developments in Greek art from the Geometric Period onwards, including pottery and sculpture, will be examined in the light of archaeological evidence. Students will handle genuine archaeological artefacts, engaging in a detailed analysis of material culture housed in the university's collection.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4, and (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.

This subject is designed for students who have completed Ancient Greek 1, 2, 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who have completed Ancient Greek 1, 2, 3, 4, and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is an introduction to the grammar and reading of Syriac. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on the cultural context in which Syriac was spoken is woven into the subject matter. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Syriac, and attain reading skills sufficient to begin reading literary and dramatic texts.

This subject combines traditional classroom teaching and learning with hands-on fieldwork and workshop exercises to enable students to develop a working knowledge of practical archaeology and its methods within the context of modern research and archaeology in Australia and the Old World (the Near East, Mediterranean and Europe). The subject assumes no prior knowledge of archaeology. It will introduce students to some of the main fieldwork, scientific and interpretive methods involved in practical archaeology. Students will use the University's extensive classics and archaeology collection to develop their practical skills and knowledge about how we can record and interpret the past from archaeological data.

Note: The tutorials are organised according to four ‘blocks’ (each approx. 3 hours duration): surveying; fieldwork (simulated excavation); artefact analysis; and study of standing monuments.

The journey to the underworld, the existence of an afterlife, the survival of the bereaved, the mummification of the dead, the sacrifice of virgins, communicating with ghosts - the ancient world blossomed with myths and rituals associated with all these things. This subject focuses on these topics in the literature and material culture of antiquity, including the Egyptian Book of the Dead, the Mesopotamian Epic of Gilgamesh, Homer, Greek tragedy, Roman epic, epitaphs commemorating the deceased, and archaeological evidence from funerary and other ritual contexts. On completion of this subject students should have an understanding of ancient myths and death-rituals, have assessed critically the relevant literary and material sources, and have learned the major scholarly approaches to death, bereavement and the afterlife in the ancient world.

This subject is designed to give students an understanding and knowledge of the variability of past civilisations by comparing their accomplishments and inner structures. Using a combination of texts and archaeology, it will compare the life cycle (rise and fall) of Egyptian, Near Eastern and Persian civilisations. Students will examine cultural elements such as belief systems, daily routines, gender roles, power and authority, which will provide an insight into the distinctive worldviews that shaped each civilization. Material culture, historical documents, language and literature, will be combined to address major issues such as the social evolution of complex societies and their eventual collapse, themes which resonate in the contemporary world.

The aim of this subject is to introduce students to the archaeology and ancient history of the Mediterranean from the end of the Peloponnesian Wars between Athens and Sparta in 404 BC to the incorporation of Egypt in the Roman Empire after the death of Cleopatra (30 BC). From an overview of how Pericles transformed Athens the course will move on to examine how Macedonia came to dominate mainland Greece until the time of Alexander the Great and look at the fragmentation of his empire. We shall examine the archaeology of other Greek cities, such as Miletus, Ephesus, Syracuse and Alexandria, and many further examples from Italy, Sicily, Spain, etc. to see how they developed over the period. The subject will also explore the differences in material culture between the Classical and Hellenistic periods, and how and why the centre of Greek culture shifted after Alexander the Great’s time to the Near East. Particular attention will be paid to Ptolemaic Egypt, especially Alexandria and its renowned library.

At the height of its power and splendour, the mighty Roman Empire stretched from the Syrian borders to the Portuguese Atlantic and from the Sahara to the hills of Scotland, and comprised many peoples, from Germans to Greeks and Arabs, from Celts to Jews. This hotchpotch of peoples and cultures thus constituted history’s first and only Mediterranean superpower, a startling achievement lasting some four hundred years. This subject will introduce students to imperial Rome’s social, political, cultural and religious history. First we will discuss the Julio-Claudian period (44 BCE-68 CE), including the aftermath of Caesar’s assassination and Octavian’s stunning rise to absolute power. The second part concerns the long second century (69-192 CE), the apex of Empire. Part three highlights the Severan Dynasty and the crises of the third century (193-284). Last but not least, we will scrutinize the last century of the Mediterranean Empire, from its reinvention by Diocletian to the definitive separation of West and East at the death of Theodosius I in 395 CE.

This winter intensive is a hands-on, residential field school, teaching practical core archaeological skills through active participation in an authentic research setting at the ancient site of Rabati, coordinated by staff from the Classics and Archaeology programme in the School of Historical and Philosophical Studies at the University of Melbourne and the National Museum in Georgia. The main emphasis in this course is the development of competency and familiarisation with a range of practical field archaeology skills; excavation, recording and post-excavation analysis. While the emphasis is on these 3 aspects of field archaeology, students will also be introduced to a range of other archaeological processes such as surveying, sorting, recording, artefact analysis and inventorying. Given the stress on practical skills, this intensive field school takes place on a ‘real’ archaeological site in the Republic of Georgia. In addition to the field work, the intensive will include on-site lectures and tutorials, museum and site visits. On successful completion of the course, students will have acquired a thorough and detailed knowledge of the main tasks involved in field archaeology. They will have developed practical skills in excavation, recording and post-excavation analysis; they will also have acquired considerable ability to process and interpret archaeological evidence, manage the information obtained, and communicate their findings in a coherent and scholarly way. They will have participated in activities which involve group work as well as individual effort and will have a developed an understanding of key field archaeology practices.

This subject provides an introduction to Roman law (no prior knowledge of Roman history, of Latin, or of law is required) in which legal developments are linked to the social, cultural, and historical realities of the classical period over more than a millennium. The main legal sources will be considered and the legal institutions, particularly the law of persons, will be examined in the context of their historical and social contexts. Students will deal with ancient legal sources in translation (such as Justinian’s Corpus Iuris Civilis), will gain knowledge of legal structures that have influenced modern legal systems, and will study the realities of life for the millions of people who lived under the umbrella of Roman law.

This subject is designed for students with no previous knowledge of Ancient Greek language. It introduces students to the grammar of Ancient Greek through word formation, sentence formation, translation, and the reading of simple texts. The aim is for students to acquire the basic elements of the grammar, syntax and vocabulary of Ancient Greek, and attain reading skills, sufficient to begin reading literary and non-literary texts. Students who complete this subject may progress to Ancient Greek 2.

In this subject students consolidate the basic elements covered in Ancient Greek 1, and are introduced to more complex grammar and syntax, as well as some of the issues involved in interpreting an ancient language. Increasingly difficult texts are read from a variety of sources. By the end of the subject students should have a sufficient grasp of the language to read texts of moderate difficulty with vocabulary assistance. Students who complete this subject may progress to Ancient Greek 3.

This subject is designed for students who have completed Ancient Greek 1 and 2, or who have some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating the beginners course. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is an introduction to the grammar and reading of Syriac. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on the cultural context in which Syriac was spoken is woven into the subject matter. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Syriac, and attain reading skills sufficient to begin reading literary and dramatic texts.

The turbulent and exciting history of the Roman Republic roughly spanned some five centuries: from its humble beginnings around 500 BCE to the assassination of Julius Caesar on the Ides of March 44 BCE. The first part of this subject celebrating this formative period in world history discusses early Rome; the social, political and religious institutions of the Republic as they gradually emerged from 509 to 264 BCE; and the Roman conquest of Italy and its significance. The second part concerns the high point of the Roman Republic, approximately the period from 264 to 133 BCE, including discussions of the Punic Wars and the conquest of the Mediterranean, and its tremendous consequences for the Republic. The third and final part deals with the Republic’s troubled last century and surveys the ill-fated Gracchan reforms; the first full-fledged breakdown of the Republican system and the Sullan reaction; the social, economic and cultural life of this period; the rise of the great dynasts; and Caesar’s temerarious attempt to establish a New Order.

The subject covers the history of Ancient Greece from the beginning of the Archaic Period (the age of Homer) to the Hellenistic period (the age of Alexander). The main emphases will be the political, literary and cultural developments within Greek Civilisation during the Archaic, Classical and Hellenistic periods. The emergence of the polis, debates on political systems such as democracy, oligarchy and tyranny, the use of myths and religion, the critical interactions with non-Greeks and the resulting efflorescence of the Greek literary traditions will all be examined. Furthermore, the military history of the Archaic, Classical and post-Alexander Greek worlds, as well as the extraordinary advances in Greek science, literature and philosophy during these periods will be explored. The subject will also provide detailed presentation of modern scholarship on topics such as Greek ethnography, politics, warfare, 'colonisation', migration and acculturation.

This subject will focus on mythical narratives from the ancient Greek and Roman traditions. Students will explore some of the central patterns and themes in classical mythology. These include narratives of birth and creation, war and the warrior, fire and flood, animals, gods and humans. We will explore how these symbolic themes are incorporated into a diverse range of myths, including stories of the birth of the cosmos, Zeus's rule over the world, the foundation of cities and peoples, and hero myths in which men confront monsters. We will also be concerned with the story of Troy, which is the quintessential Greco-Roman myth, and the many classical tales of metamorphosis. We will engage directly with these narratives in the surviving literary sources (especially epic and drama), and in classical art, which is a major source for the Greek and Roman myths.

This subject requires students to access reading and lecture materials online, the Winter offering also requires students to participate in regular online seminars.

The Egyptians are one of the most fascinating peoples of the ancient world. This subject will study the distinctive character of Egyptian civilisation which emerged in the Nile valley during the early third millennium BCE and survived right through until the spread of Christianity. Through a systematic survey spanning the Old, Middle and New Kingdoms students will be introduced to the historical and cultural achievements of dynastic Egypt. Object-based learning is an important focus of this subject. Knowledge acquisition will be reinforced through the study and handling of authentic ancient objects in the classroom. Study of the monuments, reliefs, inscriptions, literature and material remains of the royal rulers of the period covered by the native Egyptian dynasties from about 2950-332 BCE (with the brief interruptions of foreign rule) will provide students with a unique insight into the power and authority of one the ancient world’s most enduring empires.

The world seems to be in constant flux—but does it really change, or are we merely deluded by appearances? Can humans overcome their basest instincts, or are we condemned to have our rational mind always defeated by the power of our irrational impulses? What does justice demand of us? Or is talk of justice itself just a ruse developed by the powerful to keep us in line?

In this course, we will examine how these topics were tackled as, in fact, interconnected problems within the philosophical systems of ancient Greece; we will chiefly focus on Plato, Aristotle, and the Stoics. We will proceed chronologically, starting with the tour de force that is Parmenides’ argument for monism, and then continuing with four of Plato’s dialogues (Laches, Protagoras, Symposium, and Republic). The second half of the course will focus on Aristotle’s innovative and influential logic, natural philosophy, and ethics. We will conclude with an examination of the radical ethical theory of the Stoics, which held that virtue alone was sufficient for happiness: a shocking thesis that implies that the truly wise man would be equally happy whether he was a debased and tortured slave or an admired Roman emperor.

What was it like actually to live in the Roman empire? How can we learn about the realities of life for ordinary Romans? How much has changed in two millennia?

This course is designed to make students aware of and deal with aspects of society and culture in the Roman empire. Generally the time period covered will be from ca. 100 BC to ca. AD 300, but some topics will necessarily go beyond this period because of the nature of the surviving testimony. Particular emphasis will be placed on ancient evidence, including inscriptions and archaeological and visual material.

Students who undertake this course are expected to have some prior knowledge of Roman history. Prof. Parkin will talk more about this in the first week, and provide some guidance to students on how to refresh their knowledge if they need to.

This subject is designed for students who have completed Ancient Egyptian 1 and 2 or the equivalent. In this subject, further work is undertaken on writing, grammar and syntax to revise, consolidate and extend students' knowledge of the language and its complex script, with the aim of enabling students to translate Egyptian hieroglyphic texts critically and independently. In particular, this subject focuses on a thorough overview of the Egyptian verbal system. Students are exposed to increasingly difficult texts (some now consisting of multiple sentences) from a variety of sources. Background information on ancient Egyptian culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language and script to read literary and non-literary Middle Egyptian hieroglyphic texts of moderate difficulty solely with the aid of a dictionary and reference-grammar. Students who successfully complete this subject may progress to Ancient Egyptian 4.

This subject is designed for students who have completed Ancient Egyptian 3. In this subject, final work is undertaken on writing, grammar and syntax to revise, consolidate and complete students' knowledge of the language and its complex script, with the aim of enabling students to translate Egyptian hieroglyphic texts critically and independently. In particular, this subject focuses on a thorough overview of Egyptian participles and clauses. Students are exposed to increasingly difficult texts (most now consisting of multiple sentences) from a variety of sources. Background information on ancient Egyptian culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language and script to read most literary and non-literary Middle Egyptian hieroglyphic texts solely with the aid of a dictionary and reference-grammar.

This course concentrates on the development of Rome from a small village into the center of a vast Empire, through the lens of artworks and archaeology. It examines a wide variety of themes (urbanism, public and private architecture, religion, economy) and sources of material evidence (pottery, coins etc.) to provide insight into the Roman World. Focus will be both on the overall structures, as well as on regional variation, and we will examine various groups within Roman society, from the upper levels to the common man. Specific emphasis will be placed on a number of key sites, both in Italy (Rome, Pompeii, Ostia) and in the Roman provinces. Furthermore, we will deal with the enduring importance (and misuse) of the Roman past in modern-day society.

The subject examines the archaeology, art and architecture of classical Greece, with emphasis on the fifth and fourth centuries BCE. In addition to the city of Athens, studies will be made of sites throughout Greece, including sanctuaries, cemeteries, farms, marketplaces, industry sites, and maritime ports. Noteworthy developments in Greek art from the Geometric Period onwards, including pottery and sculpture, will be examined in the light of archaeological evidence. Students will handle genuine archaeological artefacts, engaging in a detailed analysis of material culture housed in the university's collection.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1 and Latin 2, Intensive Beginners Latin, or equivalent. Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ philosophical epic De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is designed for students who have completed Ancient Greek 1, 2, 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who have completed Ancient Greek 1, 2, 3, 4, and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is an introduction to the grammar and reading of Syriac. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on the cultural context in which Syriac was spoken is woven into the subject matter. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Syriac, and attain reading skills sufficient to begin reading literary and dramatic texts.

The journey to the underworld, the existence of an afterlife, the survival of the bereaved, the mummification of the dead, the sacrifice of virgins, communicating with ghosts - the ancient world blossomed with myths and rituals associated with all these things. This subject focuses on these topics in the literature and material culture of antiquity, including the Egyptian Book of the Dead, the Mesopotamian Epic of Gilgamesh, Homer, Greek tragedy, Roman epic, epitaphs commemorating the deceased, and archaeological evidence from funerary and other ritual contexts. On completion of this subject students should have an understanding of ancient myths and death-rituals, have assessed critically the relevant literary and material sources, and have learned the major scholarly approaches to death, bereavement and the afterlife in the ancient world.

This subject is designed to give students an understanding and knowledge of the variability of past civilisations by comparing their accomplishments and inner structures. Using a combination of texts and archaeology, it will compare the life cycle (rise and fall) of Egyptian, Near Eastern and Persian civilisations. Students will examine cultural elements such as belief systems, daily routines, gender roles, power and authority, which will provide an insight into the distinctive worldviews that shaped each civilization. Material culture, historical documents, language and literature, will be combined to address major issues such as the social evolution of complex societies and their eventual collapse, themes which resonate in the contemporary world.

The aim of this subject is to introduce students to the archaeology and ancient history of the Mediterranean from the end of the Peloponnesian Wars between Athens and Sparta in 404 BC to the incorporation of Egypt in the Roman Empire after the death of Cleopatra (30 BC). From an overview of how Pericles transformed Athens the course will move on to examine how Macedonia came to dominate mainland Greece until the time of Alexander the Great and look at the fragmentation of his empire. We shall examine the archaeology of other Greek cities, such as Miletus, Ephesus, Syracuse and Alexandria, and many further examples from Italy, Sicily, Spain, etc. to see how they developed over the period. The subject will also explore the differences in material culture between the Classical and Hellenistic periods, and how and why the centre of Greek culture shifted after Alexander the Great’s time to the Near East. Particular attention will be paid to Ptolemaic Egypt, especially Alexandria and its renowned library.

At the height of its power and splendour, the mighty Roman Empire stretched from the Syrian borders to the Portuguese Atlantic and from the Sahara to the hills of Scotland, and comprised many peoples, from Germans to Greeks and Arabs, from Celts to Jews. This hotchpotch of peoples and cultures thus constituted history’s first and only Mediterranean superpower, a startling achievement lasting some four hundred years. This subject will introduce students to imperial Rome’s social, political, cultural and religious history. First we will discuss the Julio-Claudian period (44 BCE-68 CE), including the aftermath of Caesar’s assassination and Octavian’s stunning rise to absolute power. The second part concerns the long second century (69-192 CE), the apex of Empire. Part three highlights the Severan Dynasty and the crises of the third century (193-284). Last but not least, we will scrutinize the last century of the Mediterranean Empire, from its reinvention by Diocletian to the definitive separation of West and East at the death of Theodosius I in 395 CE.

This winter intensive is a hands-on, residential field school, teaching practical core archaeological skills through active participation in an authentic research setting at the ancient site of Rabati, coordinated by staff from the Classics and Archaeology programme in the School of Historical and Philosophical Studies at the University of Melbourne and the National Museum in Georgia. The main emphasis in this course is the development of competency and familiarisation with a range of practical field archaeology skills; excavation, recording and post-excavation analysis. While the emphasis is on these 3 aspects of field archaeology, students will also be introduced to a range of other archaeological processes such as surveying, sorting, recording, artefact analysis and inventorying. Given the stress on practical skills, this intensive field school takes place on a ‘real’ archaeological site in the Republic of Georgia. In addition to the field work, the intensive will include on-site lectures and tutorials, museum and site visits. On successful completion of the course, students will have acquired a thorough and detailed knowledge of the main tasks involved in field archaeology. They will have developed practical skills in excavation, recording and post-excavation analysis; they will also have acquired considerable ability to process and interpret archaeological evidence, manage the information obtained, and communicate their findings in a coherent and scholarly way. They will have participated in activities which involve group work as well as individual effort and will have a developed an understanding of key field archaeology practices.

This subject provides an introduction to Roman law (no prior knowledge of Roman history, of Latin, or of law is required) in which legal developments are linked to the social, cultural, and historical realities of the classical period over more than a millennium. The main legal sources will be considered and the legal institutions, particularly the law of persons, will be examined in the context of their historical and social contexts. Students will deal with ancient legal sources in translation (such as Justinian’s Corpus Iuris Civilis), will gain knowledge of legal structures that have influenced modern legal systems, and will study the realities of life for the millions of people who lived under the umbrella of Roman law.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4, and (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is designed for students with no previous knowledge of Latin language. This subject is an introduction to the grammar and reading of classical Latin. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on Roman culture is woven into the subject matter throughout the semester. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Latin, and attain reading skills sufficient to begin reading literary and dramatic texts. Students who complete this subject may progress to Latin 2.

In this subject students consolidate the basic elements covered in Latin 1, and are introduced to more complex grammar and syntax. Increasingly difficult literary and dramatic texts are read. Background information on Roman culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language to read texts of moderate difficulty with vocabulary assistance. Students who complete this subject may progress to Latin 3.

This subject is designed for students who have completed Ancient Greek 1 and 2, or who have some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating the beginners course. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is designed for students who commenced the Ancient Greek stream with some previous knowledge of Ancient Greek (VCE level or equivalent) and have completed both Ancient Greek 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who commenced the Ancient Greek stream with some previous knowledge of Ancient Greek (VCE level or equivalent), have completed Ancient Greek 3 & 4 and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1 and Latin 2, Intensive Beginners Latin, or equivalent. Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ philosophical epic De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is an introduction to the grammar and reading of Syriac. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on the cultural context in which Syriac was spoken is woven into the subject matter. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Syriac, and attain reading skills sufficient to begin reading literary and dramatic texts.

The turbulent and exciting history of the Roman Republic roughly spanned some five centuries: from its humble beginnings around 500 BCE to the assassination of Julius Caesar on the Ides of March 44 BCE. The first part of this subject celebrating this formative period in world history discusses early Rome; the social, political and religious institutions of the Republic as they gradually emerged from 509 to 264 BCE; and the Roman conquest of Italy and its significance. The second part concerns the high point of the Roman Republic, approximately the period from 264 to 133 BCE, including discussions of the Punic Wars and the conquest of the Mediterranean, and its tremendous consequences for the Republic. The third and final part deals with the Republic’s troubled last century and surveys the ill-fated Gracchan reforms; the first full-fledged breakdown of the Republican system and the Sullan reaction; the social, economic and cultural life of this period; the rise of the great dynasts; and Caesar’s temerarious attempt to establish a New Order.

The subject covers the history of Ancient Greece from the beginning of the Archaic Period (the age of Homer) to the Hellenistic period (the age of Alexander). The main emphases will be the political, literary and cultural developments within Greek Civilisation during the Archaic, Classical and Hellenistic periods. The emergence of the polis, debates on political systems such as democracy, oligarchy and tyranny, the use of myths and religion, the critical interactions with non-Greeks and the resulting efflorescence of the Greek literary traditions will all be examined. Furthermore, the military history of the Archaic, Classical and post-Alexander Greek worlds, as well as the extraordinary advances in Greek science, literature and philosophy during these periods will be explored. The subject will also provide detailed presentation of modern scholarship on topics such as Greek ethnography, politics, warfare, 'colonisation', migration and acculturation.

This subject will focus on mythical narratives from the ancient Greek and Roman traditions. Students will explore some of the central patterns and themes in classical mythology. These include narratives of birth and creation, war and the warrior, fire and flood, animals, gods and humans. We will explore how these symbolic themes are incorporated into a diverse range of myths, including stories of the birth of the cosmos, Zeus's rule over the world, the foundation of cities and peoples, and hero myths in which men confront monsters. We will also be concerned with the story of Troy, which is the quintessential Greco-Roman myth, and the many classical tales of metamorphosis. We will engage directly with these narratives in the surviving literary sources (especially epic and drama), and in classical art, which is a major source for the Greek and Roman myths.

This subject requires students to access reading and lecture materials online, the Winter offering also requires students to participate in regular online seminars.

The Egyptians are one of the most fascinating peoples of the ancient world. This subject will study the distinctive character of Egyptian civilisation which emerged in the Nile valley during the early third millennium BCE and survived right through until the spread of Christianity. Through a systematic survey spanning the Old, Middle and New Kingdoms students will be introduced to the historical and cultural achievements of dynastic Egypt. Object-based learning is an important focus of this subject. Knowledge acquisition will be reinforced through the study and handling of authentic ancient objects in the classroom. Study of the monuments, reliefs, inscriptions, literature and material remains of the royal rulers of the period covered by the native Egyptian dynasties from about 2950-332 BCE (with the brief interruptions of foreign rule) will provide students with a unique insight into the power and authority of one the ancient world’s most enduring empires.

The world seems to be in constant flux—but does it really change, or are we merely deluded by appearances? Can humans overcome their basest instincts, or are we condemned to have our rational mind always defeated by the power of our irrational impulses? What does justice demand of us? Or is talk of justice itself just a ruse developed by the powerful to keep us in line?

In this course, we will examine how these topics were tackled as, in fact, interconnected problems within the philosophical systems of ancient Greece; we will chiefly focus on Plato, Aristotle, and the Stoics. We will proceed chronologically, starting with the tour de force that is Parmenides’ argument for monism, and then continuing with four of Plato’s dialogues (Laches, Protagoras, Symposium, and Republic). The second half of the course will focus on Aristotle’s innovative and influential logic, natural philosophy, and ethics. We will conclude with an examination of the radical ethical theory of the Stoics, which held that virtue alone was sufficient for happiness: a shocking thesis that implies that the truly wise man would be equally happy whether he was a debased and tortured slave or an admired Roman emperor.

What was it like actually to live in the Roman empire? How can we learn about the realities of life for ordinary Romans? How much has changed in two millennia?

This course is designed to make students aware of and deal with aspects of society and culture in the Roman empire. Generally the time period covered will be from ca. 100 BC to ca. AD 300, but some topics will necessarily go beyond this period because of the nature of the surviving testimony. Particular emphasis will be placed on ancient evidence, including inscriptions and archaeological and visual material.

Students who undertake this course are expected to have some prior knowledge of Roman history. Prof. Parkin will talk more about this in the first week, and provide some guidance to students on how to refresh their knowledge if they need to.

This subject is designed for students who have completed Ancient Egyptian 1 and 2 or the equivalent. In this subject, further work is undertaken on writing, grammar and syntax to revise, consolidate and extend students' knowledge of the language and its complex script, with the aim of enabling students to translate Egyptian hieroglyphic texts critically and independently. In particular, this subject focuses on a thorough overview of the Egyptian verbal system. Students are exposed to increasingly difficult texts (some now consisting of multiple sentences) from a variety of sources. Background information on ancient Egyptian culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language and script to read literary and non-literary Middle Egyptian hieroglyphic texts of moderate difficulty solely with the aid of a dictionary and reference-grammar. Students who successfully complete this subject may progress to Ancient Egyptian 4.

This subject is designed for students who have completed Ancient Egyptian 3. In this subject, final work is undertaken on writing, grammar and syntax to revise, consolidate and complete students' knowledge of the language and its complex script, with the aim of enabling students to translate Egyptian hieroglyphic texts critically and independently. In particular, this subject focuses on a thorough overview of Egyptian participles and clauses. Students are exposed to increasingly difficult texts (most now consisting of multiple sentences) from a variety of sources. Background information on ancient Egyptian culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language and script to read most literary and non-literary Middle Egyptian hieroglyphic texts solely with the aid of a dictionary and reference-grammar.

This course concentrates on the development of Rome from a small village into the center of a vast Empire, through the lens of artworks and archaeology. It examines a wide variety of themes (urbanism, public and private architecture, religion, economy) and sources of material evidence (pottery, coins etc.) to provide insight into the Roman World. Focus will be both on the overall structures, as well as on regional variation, and we will examine various groups within Roman society, from the upper levels to the common man. Specific emphasis will be placed on a number of key sites, both in Italy (Rome, Pompeii, Ostia) and in the Roman provinces. Furthermore, we will deal with the enduring importance (and misuse) of the Roman past in modern-day society.

The subject examines the archaeology, art and architecture of classical Greece, with emphasis on the fifth and fourth centuries BCE. In addition to the city of Athens, studies will be made of sites throughout Greece, including sanctuaries, cemeteries, farms, marketplaces, industry sites, and maritime ports. Noteworthy developments in Greek art from the Geometric Period onwards, including pottery and sculpture, will be examined in the light of archaeological evidence. Students will handle genuine archaeological artefacts, engaging in a detailed analysis of material culture housed in the university's collection.

This subject is designed for students who have completed Ancient Greek 1, 2, 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who have completed Ancient Greek 1, 2, 3, 4, and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4, and (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.

This subject is an introduction to the grammar and reading of Syriac. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on the cultural context in which Syriac was spoken is woven into the subject matter. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Syriac, and attain reading skills sufficient to begin reading literary and dramatic texts.

The journey to the underworld, the existence of an afterlife, the survival of the bereaved, the mummification of the dead, the sacrifice of virgins, communicating with ghosts - the ancient world blossomed with myths and rituals associated with all these things. This subject focuses on these topics in the literature and material culture of antiquity, including the Egyptian Book of the Dead, the Mesopotamian Epic of Gilgamesh, Homer, Greek tragedy, Roman epic, epitaphs commemorating the deceased, and archaeological evidence from funerary and other ritual contexts. On completion of this subject students should have an understanding of ancient myths and death-rituals, have assessed critically the relevant literary and material sources, and have learned the major scholarly approaches to death, bereavement and the afterlife in the ancient world.

This subject is designed to give students an understanding and knowledge of the variability of past civilisations by comparing their accomplishments and inner structures. Using a combination of texts and archaeology, it will compare the life cycle (rise and fall) of Egyptian, Near Eastern and Persian civilisations. Students will examine cultural elements such as belief systems, daily routines, gender roles, power and authority, which will provide an insight into the distinctive worldviews that shaped each civilization. Material culture, historical documents, language and literature, will be combined to address major issues such as the social evolution of complex societies and their eventual collapse, themes which resonate in the contemporary world.

The aim of this subject is to introduce students to the archaeology and ancient history of the Mediterranean from the end of the Peloponnesian Wars between Athens and Sparta in 404 BC to the incorporation of Egypt in the Roman Empire after the death of Cleopatra (30 BC). From an overview of how Pericles transformed Athens the course will move on to examine how Macedonia came to dominate mainland Greece until the time of Alexander the Great and look at the fragmentation of his empire. We shall examine the archaeology of other Greek cities, such as Miletus, Ephesus, Syracuse and Alexandria, and many further examples from Italy, Sicily, Spain, etc. to see how they developed over the period. The subject will also explore the differences in material culture between the Classical and Hellenistic periods, and how and why the centre of Greek culture shifted after Alexander the Great’s time to the Near East. Particular attention will be paid to Ptolemaic Egypt, especially Alexandria and its renowned library.

At the height of its power and splendour, the mighty Roman Empire stretched from the Syrian borders to the Portuguese Atlantic and from the Sahara to the hills of Scotland, and comprised many peoples, from Germans to Greeks and Arabs, from Celts to Jews. This hotchpotch of peoples and cultures thus constituted history’s first and only Mediterranean superpower, a startling achievement lasting some four hundred years. This subject will introduce students to imperial Rome’s social, political, cultural and religious history. First we will discuss the Julio-Claudian period (44 BCE-68 CE), including the aftermath of Caesar’s assassination and Octavian’s stunning rise to absolute power. The second part concerns the long second century (69-192 CE), the apex of Empire. Part three highlights the Severan Dynasty and the crises of the third century (193-284). Last but not least, we will scrutinize the last century of the Mediterranean Empire, from its reinvention by Diocletian to the definitive separation of West and East at the death of Theodosius I in 395 CE.

This winter intensive is a hands-on, residential field school, teaching practical core archaeological skills through active participation in an authentic research setting at the ancient site of Rabati, coordinated by staff from the Classics and Archaeology programme in the School of Historical and Philosophical Studies at the University of Melbourne and the National Museum in Georgia. The main emphasis in this course is the development of competency and familiarisation with a range of practical field archaeology skills; excavation, recording and post-excavation analysis. While the emphasis is on these 3 aspects of field archaeology, students will also be introduced to a range of other archaeological processes such as surveying, sorting, recording, artefact analysis and inventorying. Given the stress on practical skills, this intensive field school takes place on a ‘real’ archaeological site in the Republic of Georgia. In addition to the field work, the intensive will include on-site lectures and tutorials, museum and site visits. On successful completion of the course, students will have acquired a thorough and detailed knowledge of the main tasks involved in field archaeology. They will have developed practical skills in excavation, recording and post-excavation analysis; they will also have acquired considerable ability to process and interpret archaeological evidence, manage the information obtained, and communicate their findings in a coherent and scholarly way. They will have participated in activities which involve group work as well as individual effort and will have a developed an understanding of key field archaeology practices.

This subject provides an introduction to Roman law (no prior knowledge of Roman history, of Latin, or of law is required) in which legal developments are linked to the social, cultural, and historical realities of the classical period over more than a millennium. The main legal sources will be considered and the legal institutions, particularly the law of persons, will be examined in the context of their historical and social contexts. Students will deal with ancient legal sources in translation (such as Justinian’s Corpus Iuris Civilis), will gain knowledge of legal structures that have influenced modern legal systems, and will study the realities of life for the millions of people who lived under the umbrella of Roman law.

This subject is designed for students with no previous knowledge of Latin language. This subject is an introduction to the grammar and reading of classical Latin. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on Roman culture is woven into the subject matter throughout the semester. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Latin, and attain reading skills sufficient to begin reading literary and dramatic texts. Students who complete this subject may progress to Latin 2.

In this subject students consolidate the basic elements covered in Latin 1, and are introduced to more complex grammar and syntax. Increasingly difficult literary and dramatic texts are read. Background information on Roman culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language to read texts of moderate difficulty with vocabulary assistance. Students who complete this subject may progress to Latin 3.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1 and Latin 2, Intensive Beginners Latin, or equivalent. Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ philosophical epic De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4, and (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.

This subject is designed for students with some previous knowledge of Latin (VCE level or equivalent). Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who have completed Latin 1, Latin 2 (or Intensive Beginners Latin) and Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is designed for students with no previous knowledge of Ancient Greek language. It introduces students to the grammar of Ancient Greek through word formation, sentence formation, translation, and the reading of simple texts. The aim is for students to acquire the basic elements of the grammar, syntax and vocabulary of Ancient Greek, and attain reading skills, sufficient to begin reading literary and non-literary texts. Students who complete this subject may progress to Ancient Greek 2.

In this subject students consolidate the basic elements covered in Ancient Greek 1, and are introduced to more complex grammar and syntax, as well as some of the issues involved in interpreting an ancient language. Increasingly difficult texts are read from a variety of sources. By the end of the subject students should have a sufficient grasp of the language to read texts of moderate difficulty with vocabulary assistance. Students who complete this subject may progress to Ancient Greek 3.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1 and Latin 2, Intensive Beginners Latin, or equivalent. Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ philosophical epic De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed both Latin 3 and Latin 4, as well as (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.

This subject is designed for students who have completed Ancient Greek 1 and 2, or who have some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating the beginners course. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4, and (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.

This subject is designed for students who have completed Ancient Greek 1, 2, 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who have completed Ancient Greek 1, 2, 3, 4, and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is designed for students with no previous knowledge of Ancient Greek language. It introduces students to the grammar of Ancient Greek through word formation, sentence formation, translation, and the reading of simple texts. The aim is for students to acquire the basic elements of the grammar, syntax and vocabulary of Ancient Greek, and attain reading skills, sufficient to begin reading literary and non-literary texts. Students who complete this subject may progress to Ancient Greek 2.

In this subject students consolidate the basic elements covered in Ancient Greek 1, and are introduced to more complex grammar and syntax, as well as some of the issues involved in interpreting an ancient language. Increasingly difficult texts are read from a variety of sources. By the end of the subject students should have a sufficient grasp of the language to read texts of moderate difficulty with vocabulary assistance. Students who complete this subject may progress to Ancient Greek 3.

This subject is designed for students who have completed Ancient Greek 1 and 2, or who have some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating the beginners course. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is designed for students who have completed Ancient Greek 1, 2, 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who have completed Ancient Greek 1, 2, 3, 4, and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is designed for students with no previous knowledge of Latin language. This subject is an introduction to the grammar and reading of classical Latin. It covers grammatical concepts and paradigms, sentence formation and translation and reading simple texts. Background information on Roman culture is woven into the subject matter throughout the semester. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Latin, and attain reading skills sufficient to begin reading literary and dramatic texts. Students who complete this subject may progress to Latin 2.

In this subject students consolidate the basic elements covered in Latin 1, and are introduced to more complex grammar and syntax. Increasingly difficult literary and dramatic texts are read. Background information on Roman culture is woven into the subject matter throughout the semester. By the end of the subject, students should have a sufficient grasp of the language to read texts of moderate difficulty with vocabulary assistance. Students who complete this subject may progress to Latin 3.

This subject is designed for students who have completed Ancient Greek 1 and 2, or who have some previous knowledge of Ancient Greek (VCE level or equivalent). Students translate and discuss the interpretation of a selected work of a Greek prose genre (e.g., philosophy or history). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating the beginners course. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world. Students who complete this subject may progress to Ancient Greek 4.

This subject is designed for students with some previous knowledge of Ancient Greek (VCE level or equivalent) and who preferably have completed Ancient Greek 3. Students translate and discuss the interpretation of a selected work of Greek poetry (Homeric epic). In tutorials, further work is undertaken on grammar and syntax, revising and consolidating knowledge acquired in Ancient Greek 3. Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world. Students who complete this subject and Ancient Greek 3 may progress to Ancient Greek 5.

This subject is designed for students who commenced the Ancient Greek stream with some previous knowledge of Ancient Greek (VCE level or equivalent) and have completed both Ancient Greek 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who commenced the Ancient Greek stream with some previous knowledge of Ancient Greek (VCE level or equivalent), have completed Ancient Greek 3 & 4 and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1 and Latin 2, Intensive Beginners Latin, or equivalent. Students examine Roman rhetorical practice through the study of an oratorical text, such as a speech of Cicero. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who complete this subject should be familiar with the structures and stylistic techniques of Roman oratory, be able to identify the roles of rhetorical practice in Roman social and political life, and understand its function as an instrument of Roman elite self-definition. Students who complete this subject may progress to Latin 4.

This subject is designed for students who commenced the Latin stream with some previous knowledge of Latin (VCE level or equivalent) and have completed Latin 3. Students read an extensive extract (usually a book) from a Latin epic poem, such as Virgil's Aeneid, Ovid's Metamorphoses, Lucan's Bellum Civile, or Lucretius’ philosophical epic De Rerum Natura. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Depending on the text being taught, students will explore the themes and content of epic, such as warfare, empire, heroic culture, ethnic identity and masculinity, the value of poetry for philosophical expression, and consider how the mythic past is used to reflect upon the author’s own time. On completion of the subject students should develop a good knowledge of a key Roman text and an enhanced understanding of Roman literary culture. Students who complete this subject may progress to Latin 5.

This subject is designed for students who have completed Ancient Greek 1, 2, 3 & 4. Students translate and discuss the interpretation of a selected work of Greek (historiography, drama, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading original texts can make to understanding the ancient world.

This subject is designed for students who have completed Ancient Greek 1, 2, 3, 4, and preferably have also completed Ancient Greek 5. Students translate and discuss the interpretation of a selected ancient Greek text (drama, historiography, or similar). Students will also undertake work in Ancient Greek literary and textual criticism. On completion of this subject, students should have consolidated their skills in working with Ancient Greek texts and have discovered some of the many important contributions which reading the original texts can make to understanding the ancient world.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4. Students examine Roman prose fiction through study of the Cena Trimalchionis from the Satyricon of Petronius. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students' knowledge of the language. Students who successfully complete this subject should be familiar with the structures and stylistic techniques of Roman prose fiction, be able to identify the central themes of the narrative, and understand the genre's parody of Roman social structures and mores. Students who complete this subject may progress to Latin 6.

This subject is designed for students who commenced the Latin stream with no prior knowledge of the language and have completed Latin 1, Latin 2, Latin 3, and Latin 4, and (preferably) Latin 5. Students examine Latin poetry through a specific genre, such as lyric poetry or satire. The subject will address the key elements of Latin poetic style, the nature of the first person poetic persona, and the involvement of the text with contemporary political and social ideology. In addition, work is undertaken on grammar and syntax to revise, consolidate and extend students’ knowledge of the language. Students who successfully complete this subject should be able to read Latin poetry, identify its stylistic features, and analyse its central themes and relationship to conventional Roman culture.