Women in the Classical World
Fall Semester 2011
This course forms part of Loyola's Core Curriculum in Societal and Cultural
Knowledge. It will investigate the social roles available to women in the
ancient Greek and Roman worlds, together with beliefs, behaviors, and cultural
expressions supporting ancient Greek and Roman constructions of womanhood. How
did a woman's gender affect the shape of her life and the possibilities open to her? How
did she respond? How did thinking about women, and women's lives and responses,
change in relationship to other changes and differences in ancient Greek and
Roman societies? Ancient texts (read in translation) and visual representations
provide material for study. By analyzing the complex interactions of different
forces shaping ancient Greek and Roman women's lives, students will build
understanding of how biology, gender, class, culture, philosophy, politics,
history, and economics articulate social difference and influence human behavior,
including self-formation and interaction with others.
Our work will pursue four main aims (plus the fifth, of having fun
with all of them):
- Studying and inquiring, to gain knowledge of ancient Greek and Roman
cultural material concerning women: factual, fictional, theoretical, legendary, and
historical, sublime and mundane, woman-authored, male-authored, and anonymous
- the Classical world was every bit as complex as our own. Not only did it become
an ancestor of modern Western culture, the field of its study fosters skills of
multidimensional inquiry and integrative analysis that apply to our world too.
- Thinking critically, to generate and evaluate theories about how gender
operated in Classical societies and cultures: how women's being women was
understood by women and by men, why these understandings mattered to what
women and men did, said, wrote, believed, and valued, and how their
- Exploring diversity, to identify distinctive Classical and gendered patterns
of thought and behavior regarding women and gender both within particular
communities and across time and cultural difference down to our own world.
- Communicating thoughtfully, to share our understanding and
advance it jointly and collaboratively.
MWF 9:20 - 10:10 AM
Flanner Hall 105
Dr. Jacqueline Long
Office Hours: TTh 8:45 - 9:45 AM, or by appointment, Crown Center 579
- Elaine Fantham, Helen Peet Foley, Natalie Boymel Kampen, Sarah B.
Pomeroy, and H. Alan Shapiro, Women in the Classical World (Oxford UP 1994)
- Stanley Lombardo, trans., Hesiod: Works & Days and Theogony
(Hackett Publishing 1993)
- Diane Arnson Svarlien, trans., Euripides: Medea (Hackett 2008)
- Ian Johnston, trans., Aristophanes: Lysistrata (Richer Resources Publications 2008)
- Mary R. Lefkowicz and Maureen B. Fant, eds.,
Women's Life in Greece & Rome, 2nd edn. (Johns Hopkins 1992); many selections on-line at http://www.stoa.org/diotima/anthology/wlgr/index.shtml
as part of Diotima
- additional resources on-line or in Cudahy Reserves
Policies and Assessment
Schedule of Reading Assignments and
Jumping-Off Point to Additional Resources
Women and Gender in the ancient Greek and Roman world
Research and Writing
- SQ3R for Primary-Source
Coursework: a method for effective studying
- Guide to
Writing Academic Papers: a strategic checklist devised by your
instructor (hint, hint)
- Guide to
Beginning Research on Topics in Classical Studies: suggestions and
- Loyola Writing Program's
Statement of Grading Standards. As you can see, Harvard University's
Center for Teaching and Learning recommends to instructors a similar set of policies for
Papers - the document offers extremely useful insight to instructors' objectives
for student writing.
- Patrick Rael, Reading,
Writing, and Researching for History: a Guide for College Students (Brunswick, ME: Bowdoin
College 2004): developed by a historian of African American history and the American
Antibellum/Civil War/Reconstruction periods, as the illustrations suggest, but applicable to
our materials as well, and much more besides, at all stages of academic study
- 1st edn. (1918) of William Strunk, Jr. and E. B. White,
The Elements of Style: print
editions have been updated, but the original already included many important
principles of good writing; in whatever edition you use, Strunk and White is the
classic guide to desirable American prose style
- How to use apostrophes, or else.
- The the impotence of proofreading
by Taylor Mali.
Academic Honesty, the Only Way to Go:
- For basic principles and definitions, see the subsection on "Academic Integrity"
Academic Standards and Regulations and the College of Arts and Sciences'
Integrity Statement. The Department of Classical Studies'
Policy on Academic
incorporates these documents. We also recommend you consult the helpful discussion of
The Use and Misuse of Source
Materials, provided by Loyola's
- Any practice of academic dishonesty (cheating, plagiarism,
obstructing the work of other students, etc.) perpetrated in this
course will result in failure of the course.
Do not do it.
- Loyola University requires that all instances of academic dishonesty must be reported to the
chairperson of the department involved and to the academic Dean of the student's College.
- Learning is wholly personal: it only happens if you do it yourself. Your University
record should be certifying only what has really happened.
Revised 27 August 2011 by